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:

  1. 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
  2. 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

Student Data, which includes:

  • Roster Information
  • Demographic Data, such as race and national origin
  • School Records
  • Account Information
  • Schoolwork and Student Generated Content
  • Teacher Comments and Feedback
  • Device and Usage Data
  • To provide and improve our educational Products;
  • To support Schools’ 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 Users, or as otherwise permitted by Applicable Laws;
  • For adaptive or personalized learning features of the Products; provided that Student Data is not disclosed;
  • 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.

Authorized Users, which includes:

  • Contact Information
  • Account Information
  • Survey Responses
  • Device and Usage Data
  • For the purposes for which Student Data is used as set forth above;
  • For 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 K–12 students;
  • For internal research and analytics; and
  • As otherwise required or permitted, or as we may notify you at the time of collection.

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.

Elk Grove Science K5

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Getting started with Amplify Science California

Dear Elk Grove K–5 teachers,

Welcome to the Amplify Science California family! Below you’ll find everything you need to successfully kick off your science instruction this year.

– Your California team

Amplify Science - Student reading a book remote & hybrid

Program introduction

Onboarding videos

To start using Amplify Science California quickly in your classroom, check out the following onboarding videos. They cover what you need to know to get started fast, from unpacking materials to quickly start using Amplify Science in your classroom and navigating the digital Teacher’s Reference Guide.

Program pacing

Hands-on materials kit

The following videos give you a quick look into our Amplify Science California classroom kits. For each grade level, you’ll find a “How to unpack your kit” video for the first unit of the program.

Teacher digital resources

Watch this video to understand the basic organization of the digital teacher experience and how to navigate the platform.

Want some practice? Download this exploration guide to practice toggling between teacher view, presentation view, and student view.

Our new digital experience also makes it easy to assign work through our LMS integrations.

Our new digital experience also makes it easy to view student work in real time.

Student digital resources

Watch this video to take a peek at the various student digital resources available to your class.

Use this Student Login Click Path document to support students and families logging in from home.

Essential resources

Your Teacher’s Reference Guide is a tremendously rich resource. It’s also packed! That’s why teachers getting started with Amplify Science love our condensed Unit Guides, lesson planners, and device calendars.

Unit Guides

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.

A laptop displays an educational website titled "The Earth System" with lesson modules; a printed Teacher’s Guide with a similar cover design is shown beside it.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Lesson planners

Our lesson planners give you easy access to direct links to key resources within the program.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Teacher-provided materials

Your Amplify Science classroom kit includes a wide variety of consumable and non-consumable items. In fact, each kit contains enough non-consumables to support a class of 36 students working in small groups, and enough consumables to support 72 student uses.

In addition to these provided items, there are some teacher-provided items required in each unit. For a consolidated list of teacher-provided items per unit, download the appropriate PDF below.

Device calendars

Our at-a-glance device calendars make device management and sharing between grade-level colleagues a breeze. With one calendar per unit (beginning in grade 2), you can easily see which lessons utilize devices.

Approach to assessment

The Amplify Science California assessment system is grounded in the principle that students benefit from regular and varied opportunities to demonstrate understanding through performance. In practice this means that conceptual understanding is revealed through engagement in the science and engineering practices.

Assessment types at a glance

In your classroom, you’ll be utilizing a variety of formative (F) and summative (S) assessments:

  • End-of-Unit Assessment (S): Assessments toward the end of each unit feature a combination of targeted discussions, student-generated models, and written explanations to gauge students’ knowledge and growth.
  • Pre-Unit Assessments (F): Discussion, modeling, and written explanations to gauge students’ knowledge.
  • On-the-Fly Assessments (OtFA) (F): Multi-dimensional tasks integrated regularly throughout the lessons. OtFA opportunities were designed to help teachers make sense of student activity during a learning experience (e.g., student-to-student talk, writing, and model construction) and to provide evidence of how a student is coming to understand core concepts and developing dexterity with SEPs and CCCs. Three-dimensional assessment opportunities make measuring progress toward NGSS learning goals possible.
  • Self-assessments (F): One per chapter; brief opportunities for students to reflect on their own learning, ask questions, and reveal ongoing wonderings about unit content.
  • Critical Juncture Assessments (F): Variety of multidimensional performance tasks intended to assess student progress, occurring at the end of each chapter. Examples include writing scientific explanations, engaging in argumentation, developing and using models, and designing engineering solutions. Based on student performance on the assessment, teachers have access to recommendations for targeted student interventions, suggested follow-ups, or differentiating classroom instruction.
  • End-of-Unit Assessment (S): Assessments toward the end of each unit feature a combination of targeted discussions, student-generated models, and written explanations to gauge students’ knowledge and growth.

Pre-Unit Assessments

Most Pre-Unit assessments are embedded within an activity of the first lesson of a unit. In kindergarten and grade 1, the Pre-Unit assessment (as well as the End-of-Unit assessment) is oral. In grades 2–5 they are typically written. Refer to the Digital Resources area of the Lesson Brief for materials needed for the assessment activity, such as the Clipboard Assessment Tool (K–1 only), copymasters (grades 2–5 only), and an Assessment Guide that will help you interpret and leverage students’ responses.

If you and your students have Interactive Classroom licenses, students can complete their assessment digitally instead of using the copymaster.

When students complete the assessment pages digitally, you’ll be able to review their work on the View Work page.

Critical Juncture Assessments

Critical Juncture assessments typically occur towards the end of each chapter. The Materials and Preparation section will indicate when there is a Critical Juncture to prepare for, but you can also tell when an activity is designed to be a Critical Juncture assessment by the hummingbird icon that will appear within it. Selecting the hummingbird icon will tell you how to assess students’ understanding with the activity, and how to tailor instruction based on what you find. If you need guidance on the “answers” to the assessment activity, refer to the “Possible Responses” tab.

If you are using Classroom Slides or Interactive Classroom, you’ll see a hummingbird or “Critical Juncture” label in the bottom right corner of one of the slides of the activity.

The notes about assessing understanding and tailoring instruction are located in the notes of that slide (on the right-hand side of the Teacher’s Guide tab in the Interactive Classroom experience; underneath the slide in Classroom Slides).

End-of-Unit Assessments

End-of-Unit assessments are typically the last lesson of a unit. In some units, these are two-part assessments that take place over two lessons. The easiest way to find the End-of-Unit assessment is to skim through the lesson titles. Lessons containing End-of-Unit assessments will always have that noted in the title.

Like the Pre-unit assessment, you can find materials for the End-of-unit assessments in the Digital Resources area of the Lesson Brief.

On-the-Fly Assessments

These embedded assessments leverage the formative opportunities in the learning experience students are already engaged in, such as creating models, analyzing data, actively reading, conducting investigations, and more. Refer to the Critical Juncture section above for guidance on finding information about using them.

Unit-level assessment information

You can find overall information about an individual unit’s assessments in the “Assessment System” resource, which is located within the Teacher References section on the Unit Overview page.

The Assessment System resource contains a comprehensive list of all of the assessment opportunities in the unit, including the assessment’s location, a brief indication of what students are doing in that particular activity, what type of assessment it is, which Disciplinary Core Ideas, science and engineering practices, and cross-cutting concepts it specifically addresses, and the kind of evaluation guidance you can expect for it. If you are in a kindergarten or first grade unit, you will also find information on the Clipboard Assessment Tool (used for supporting oral assessment) in this section.

If you’re interested in focusing on information related to the unit’s Critical Juncture and On-the-Fly assessments in particular, check out the “Embedded Formative Assessments” resource, also located within the Teacher References section on the Unit Overview page.

Three-dimensional assessment connections

All assessment opportunities within Amplify Science California include clear labeling around the Disciplinary Core Ideas (DCIs), Crosscutting Concepts (CCCs), and Science and Engineering Practices (SEPs) to help teachers connect formative and summative assessments to specific NGSS dimensions.

Coming soon

Unlike other publishers, we don’t make you wait until your next adoption to get the latest and greatest from Amplify. We’re always launching new and exciting features. In fact, on this page is a list of new features you can look forward to using during the 2023-2024 school year.

FAQs

Program questions

Amplify Science California is a flexible, blended K–8 science curriculum that addresses 100 percent of the Next Generation Science Standards for California and a significant number of the California English Language Development Standards and Common Core State Standards for English Language Arts, Literacy in Science and Technical Subjects, and Math. Together, the units deliver three-dimensional instruction across the following disciplines: Life Science, Earth and Space Science, Physical Science, and Engineering Design.

Amplify Science California does indeed feature some powerful and engaging digital components, which are gradually introduced beginning at grade 2. However, as a fully blended and flexible program, Amplify Science California can be (and has been) implemented in a wide variety of scenarios.

All lessons were designed with device sharing in mind, and never assume that every student has a separate device. While 1:1 scenarios are great, they aren’t required. When devices are necessary for students to fully experience a concept, teachers can opt to share devices across pairs or small groups, or simply display the Sim or Modeling Tool to the whole class and allow students to “drive” using your device.

Rather than introducing a concept on Monday, testing for mastery on Friday, and knowing students will forget everything by the next Tuesday, we set out to help students build meaningful and lasting knowledge that they can retain and transfer over the course of the entire unit. We accomplish this by giving students multiple opportunities (a.k.a. “at-bats”) to encounter, explore, and experience a concept. Said another way, Amplify Science California is actually made up of a series of multi-modal “mini-lessons.” This intentional, cyclical, and iterative design mirrors the 5Es, allows teachers the flexibility to speed up or skip ahead once students have demonstrated mastery, and empowers students to learn concepts more deeply than any other program.

Yes. Rather than separating performance expectations into physical science units, earth and space science units, and life science units, Amplify Science California units are organized around anchoring phenomena designed to give students opportunities to dive deeply into certain Disciplinary Core Ideas (DCIs) while also drawing from or applying to others. In organizing the Amplify Science California middle school units, we’ve carefully sequenced these ideas within each grade level to support the development of deep and coherent understanding.

Many real-world phenomena cross the domain boundaries of life, physical, or earth and space science (as well as engineering). Each Amplify Science California unit begins with an intriguing real-world phenomenon that poses a problem that needs to be understood and/or solved. By the end of the unit, students will have analyzed the anchor phenomenon across multiple scientific domains, possibly designed and tested an engineering solution, and applied what they’ve learned in a different context.

For example:
In the Light Waves unit, students investigate the anchoring phenomenon of why Australia has a much higher skin cancer rate than countries at similar latitudes like Brazil. The focus of this unit is on Disciplinary Core Ideas related to wave properties (PS4.A) and electromagnetic radiation (PS4.B). Students explore these physical science ideas deeply within the unit, and also draw on ideas from earth science (e.g., latitudinal variation of the sun’s energy) and life science (e.g., the effect of energy on the DNA in the nucleus of a cell) in order to explain the central phenomenon.

Absolutely. Hands-on learning is at the heart of Amplify Science California. Integrated into every unit are opportunities for students to take on the role of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend their claims.

In addition, our unique combination of focus and flex activities means teachers have more options, opportunities, and materials to make learning active. Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

What’s important to remember is that more hands-on doesn’t necessarily mean better, at least according to the California NGSS. That’s because only two of the eight Science and Engineering Practices (SEPs) are directly related to hands-on learning.

Just as scientists gather evidence from many types of sources, students in the Amplify Science California program gather evidence not just by making physical models, but also by making and interpreting digital models; reading texts; watching videos; and analyzing photographs, maps, and data sets. By doing do, students are provided with more opportunities than any other program to use all of the practices called out in the California NGSS Framework:

  • Asking questions
  • Developing and using models
  • Planning and carrying out investigations
  • Analyzing and interpreting data
  • Using mathematics and computational thinking
  • Constructing explanations
  • Engaging in arguments from evidence
  • Obtaining, evaluating, and communicating information

While all of our units engage students in gathering evidence from a rich collection of sources, the reliance on different types of evidence (and evidence sources) varies according to unit. For instance, some units lend themselves to meaningful hands-on experiences, while in other units the phenomena students are investigating are too slow, too dangerous, or too big to be observed directly. In those units, students rely more heavily on other evidence sources such a physical models or simulations.

Unit types in grades K–5

In each K–5 grade, there is one unit that emphasizes investigation, one that emphasizes modeling, and one that emphasizes design. In addition, in grades 3–5, there is also one unit that emphasizes argumentation.

Unit types in grades 6–8

Each 6–8 grade features three types of units: LaunchCore, and Engineering Internships. Each year has one Launch unit, six Core units, and two Engineering Internships.

For teachers who want to supplement the lessons with even more hands-on activities, optional “flextension” activities are included in many units.

Yes indeed. Amplify Science California integrates all four STEM disciplines—science, technology, engineering, and math, in addition to English Language Arts—throughout the curriculum. In addition, each grade level features specific units that emphasize engineering design.

Yes, the program includes multiple opportunities for summative assessments.

End-of-unit assessments: At grades K–1 these look like targeted conversations, at grades 2–5 we incorporate written responses, and at grades 6–8 we assess through a combination of auto-scored multiple-choice questions and rubric-scored written responses. These summative assessments for each unit are designed to provide valid, reliable, and fair measures of students’ progress and attainment of three-dimensional learning.

Benchmark assessments: Delivered four times per year in grades 3–5 and three times per year in grades 6–8, benchmark assessments report on students’ facilities with each of the grade appropriate DCIs, SEPs, CCCs, and performance expectations of the California NGSS.

Science Seminars and final written arguments (formative and summative components): In grades 6–8, culminating performance tasks for each core unit invite students to figure out a new real-world problem. They collect and analyze evidence, examine a number of claims, and then engage in a full-class discussion where they must state which claims are best supported by the evidence, all while making clear their reasoning that connects the evidence to the claims. After the seminar, students then individually write their final scientific argument, drawing on the DCIs, SEPs, and CCCs they have used over the course of the unit to develop a sophisticated and convincing argument that addresses the problem they’ve been investigating. Rubrics, scoring guides, and examples of student responses at each scoring level are provided to teachers to support the assessment of students’ understanding of concepts and specific practices.

Amplify Science California provides more than enough instructional content to fill 180 days of instruction. However, unlike other programs that expect you to complete 180 discrete lessons, Amplify Science California includes built-in wiggle room.

For example, the typical elementary classroom delivers science instruction only two times per week. Rather than asking teachers to wade through unnecessary content, we designed our program to address 100 percent of the California NGSS in just 66 days at grades K–2 and 88 days at grades 3–5. When it comes to middle school, we address 100 percent of the California NGSS in 146 lessons.

Some classes might last longer than one session due to a number of reasons (e.g., enthusiastic student conversations, challenging topics requiring deeper dives, more time needed to accommodate diverse learners, etc.). Also, teachers might want to supplement Amplify Science California with some of their own favorite lessons. Lastly, we’ve accounted for the inevitable assembly days, class trips, testing schedules, etc. For teachers that want to go deeper or expand upon a unit topic, we also offer a number of additional lessons that are not core to each unit.

Amplify Science California lessons are designed to be completed in the following time frames:
Lessons in grades K–1 are designed for 45 minutes of science instruction.
Lessons in grades 2–5 are designed for 60 minutes of science instruction.

That said, it’s not a problem if you can’t allocate 45 minutes of science instruction every day at K–1, or 60 minutes per day at 2–5. Since there are a total of 66 lessons to address 100 percent of California NGSS at grades K–2, and 88 lessons to address 100 percent of California NGSS at grades 3–5, you can easily teach the lessons in smaller blocks and cover all of the content over the course of the school year.

Each lesson of every Amplify Science California unit includes point-of-use differentiation strategies and embedded teacher and student supports for diverse learners, including English learners, students who need more support, and students who are ready for more challenge. These strategies and methods ensure that all students have access to the same content as their peers.

Two notable categories of suggested modifications are:

  • English-learner-specific strategies such as English/Spanish glossaries, native language supports, and provision of cognates and other content-specific language scaffolds are provided in each unit.
  • Relatively small alterations and additional scaffolds that provide students with greater access to the content.
    These types of scaffolds benefit all learners and include suggestions such as providing graphic organizers, practice with multiple-meaning words, etc.

With Amplify Science California, the use of technology is always purposeful.

For example:

  • The curriculum has a strong emphasis on literacy, with students reading and analyzing informational texts, and writing scientific explanations and arguments.
  • Digital elements are gradually introduced to students in grades 2–3, with the greatest use of digital elements taking place in grades 4–5, as the phenomena at these grades become more challenging to observe directly.
  • The curriculum’s readers and interactive notebook pages are available in both print and digital across all K–5 units.

This curriculum addresses a significant number of the standards as they pertain to science. Throughout each unit, students read science texts, engage in science talk and argumentation, and write evidence-based science explanations. The curriculum supports vocabulary, language, and reading comprehension development. Students also use measurement tools with precision, record and analyze data, make sense of scientific phenomena, and develop solutions to problems experienced in the real world.

Digital questions

Teacher Support notes including sample teacher talk, student responses, pedagogical support, and possible student responses are provided within your student-facing slides. Simply click “Teach” and reference your private Teacher Guide tab. Students will only see the lesson slides that you are presenting.

You, the teacher, must “Start class” to launch the presentation tab. (Remember, without the presentation tab, students would be able to see your teacher notes.)

Clicking “Starting class” also brings students to the correct slide, which is particularly important for young students who are learning to navigate.

Teachers can either press the “End class” button in the bottom right corner of the slide navigation, or they can simply close the presentation tab.

Clicking “End class” also enables students to navigate through the lesson on their own. That means they’ll be able to return to slides and books to review content, to the Sims and Modeling Tools to replay them, or to notebook pages to update their work.

You can click on the “Student preview” option in the bottom right corner (within the menu that opens when you click the three dots) to open a new browser tab where you can preview the student view using your teacher account.

Any work you complete in this student preview (or elsewhere in the teacher experience) will be automatically saved to your account.

Looking for help?

For login or technology issues, please submit an EGUSD Heat ticket. For curriculum and pedagogical questions, please refer to the support resources below.

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.

To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com

Timely technical and program support

Our technical and program support is included and available from 4 a.m. to 4 p.m. PT, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

For your most urgent questions:

  • Use our live chat within your program.
  • Call our toll-free number: (800) 823-1969.

For less urgent questions:

Connect with other teachers

Our Amplify Science Facebook group is a community of Amplify Science educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.

School year 2026–2027 requirements

iPad® 7+
Description: 1024 x 788 or higher, 32GB or higher
Operating system: iPadOS 18+
Browser: Safari 18+
PC
Description: 1.4 GHz dual core or greater, 1024 x 768 or higher, 4GB of RAM or higher
Operating system: Windows: 10+
Browser: Chrome (latest 2 versions)
Chromebook
Description: 1.4 GHz dual core or greater, 1024 x 768 or higher, 4GB of RAM or higher
Operating system: Chrome OS
Browser: Chrome (latest 2 versions)
Mac®
Description: 1.4 GHz dual core or greater, 1024 x 768 or higher, 4GB of RAM or higher
Operating system: macOS 15+
Browser: Safari 15+, Chrome (latest 2 versions)
iPadiPad Air® 4
iPad 8+
Chromebook™Acer Chromebook 314
Samsung Chromebook 4
Dell™ Chromebook 3120
HP Chromebook x360
MacMacBook Pro®
MacBook Air®
Interactive BoardA Google certified EDLA device, such as the SMART RX Series

The following devices are not supported due to known sub-optimal performance from older hardware or complicated settings:

MicrosoftSurface Tablet®

School year 2025–2026 requirements

iPad® 7+
Description: 1024 x 788 or higher, 32GB or higher
Operating system: iPadOS 17+
Browser: Safari 17+
PC
Description: 1.4 GHz dual core or greater, 1024 x 768 or higher, 4GB of RAM or higher
Operating system: Windows: 10+
Browser: Chrome (latest 2 versions)
Chromebook
Description: 1.4 GHz dual core or greater, 1024 x 768 or higher, 4GB of RAM or higher
Operating system: Chrome OS
Browser: Chrome (latest 2 versions)
Mac®
Description: 1.4 GHz dual core or greater, 1024 x 768 or higher, 4GB of RAM or higher
Operating system: macOS 14+
Browser: Safari 15+, Chrome (latest 2 versions)
iPadiPad Air® 4
iPad 8+
Chromebook™Acer Chromebook 314
Samsung Chromebook 4
Dell™ Chromebook 3120
HP Chromebook x360
MacMacBook Pro®
MacBook Air®
iMac®
Interactive BoardA Google certified EDLA device, such as the SMART RX Series

The following devices are not supported due to known sub-optimal performance from older hardware or complicated settings:

MicrosoftSurface Tablet®

We will provide active support of our applications on the following devices for the full school year listed below.

Device final support year

iPad 62024–2025
iPad Air 32025–2026
iPad 52022–2023
iPad Air 22021–2022
iPad 22018/2019
iPad 32018/2019
iPad 42018/2019

Network environment

MINIMUM

REQUIREMENTS
User devices:Connect to Amplify servers via ports 80 and 443.
Latency:No more than 165 ms during peak utilization.
Connection speed:2 mbps per device during peak usage (10 mbps recommended). Boost Reading requires a connection speed of 10 mbps per user for optimal performance.
URLs:For the complete list of URLs to allow, please visit https://amplify.com/allowlist/.

Requirements

mCLASS assessments are optimized for most touchscreen devices using Chrome™ or Safari® web browsers. The teacher-led, observational assessments are best conducted using touchscreen but will function using a laptop and mouse as well. Please check our device support lifecycles and purchase recommendations lists below prior to purchasing.

Boost Close Reading is currently not supported on iPads.

Due to its smaller screen, the iPad Mini is not supported.

Amplify curriculum applications require the ability to project from the teacher’s device.

Boost Reading Benchmark uses speech recognition software to analyze students’ oral reading. For the most accurate results, use a wired dual-ear headset with a boom microphone that extends in front of the student’s mouth. Avoid headsets with active noise cancellation (ANC) unless that feature can be disabled. Bluetooth headsets are currently incompatible with our speech recognition technology and should not be used.

iPhone 13 and later running iOS 17+ and Safari
Galaxy 11 and later running Android 15+ and Chrome

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?

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
  • To provide you with customer support and respond to inquiries.
  • To contact you with promotional emails (e.g. newsletters) or notifications related to the Site
  • To help us verify the identity of our user
  • As otherwise required or permitted by law, or as we may notify you at the time of collection
Account Information
  • To provide and manage the Site
  • To improve our products and services
  • As otherwise required or permitted by law, or as we may notify you at the time of collection
Payment Information
  • To complete your payment of purchases made through the Site
  • For internal operations (e.g. to improve and update our products)
  • For security and fraud prevention
  • As otherwise required or permitted by law, or as we may notify you at the time of collection
Information You Submit
  • To provide the Site and features to you, including to allow you to comment
  • To improve our products and services
  • As otherwise required or permitted by law, or as we may notify you at the time of collection.
Site Activity Information
  • We sell or share information about your Site activity with third parties for targeted advertisements on and off of Amplify. We also use this information to:
    • To provide and manage the Site
    • To improve our products and services
    • For internal operations (e.g. to improve and update our products)
    • For security, safety, and due diligence purposes
    • As otherwise required or permitted by law, or as we may notify you at the time of collection
Location Information
  • We use 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.
Inferences
  • We may make inferences about your interests and personal preferences (such as the content you like to consume). We also use this information to:
    • To personalize your experience on the Site
    • For internal operations (e.g. to improve and update our products)
    • As otherwise required or permitted by law, or as we may notify you at the time of collection

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.

Frequently asked questions

The following FAQ contains the answers to some of the most common questions that we receive from pilot teachers like you.

Still have questions? Your dedicated pilot support coordinator would be happy to help. His or her contact information can be found in the pilot support brochure you received during your pilot implementation training. If you prefer, request that your pilot support coordinator gets in touch with you by completing this form.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.

Program questions

It’s true. Our teacher’s guide does not look like the typical guide that comes with a traditional textbook. Here’s why: we aren’t a traditional textbook program. Rather, we’re a next generation curriculum designed to support a shift to a whole new way of teaching science.

With this shift, your district will be faced with supporting a wide-variety of needs from a wide-variety of teachers. For that reason, the resources required to successfully implement a new program will vary considerably from teacher to teacher. That’s precisely why our Teacher’s Reference Guide is chock full of so many rich and varied resources. From scientific background knowledge to suggested teacher talk, standards maps to materials lists, and lesson preparation notes and classroom management tips to strategies for differentiating instruction, this guide is truly meant to serve as an instructional reference.

For everyday instructional use, we recommend that busy classroom teachers use Classroom Slides, which are now available for most K–5 units and will be coming soon for grades 6–8.

Also known as our hands-free TG, Classroom Slides are a brand-new teaching resource that makes delivering daily instruction easy and fun. With a fully customizable PPT available for every lesson of the program, teachers can put down the Teacher’s Guide and focus on what matters most—their students.

Classroom Slides are:

  • Available offline, which means no more sweating unreliable internet connections.
  • Streamlined for easy lesson delivery, including lesson visuals, activity instructions and transitions, animations, investigation setup videos, technology support, and more.
  • Fully editable, allowing teachers to incorporate their own flavor, flair, and favorite resources.

Our development team is working as quickly as possible to make Classroom Slides available to all teachers. That said, at this time they are only available for the first and second units of each grade K–5, with the remaining units being released over the next few months. Due to the popularity of Classroom Slides at the elementary level, development for grades 6–8 is now underway, with all units scheduled for completion by the 2020-2021 school year.

Not to worry. Amplify Science California was developed with plenty of wiggle room built right into the program. This means that you can relax knowing that there’s ample time to get it all done.
 
Most curricula provide 180 days of lessons despite knowing that the typical classroom can’t possibly complete everything in a given school year. Rather than asking you to wade through unnecessary content, we designed a program that addresses 100 percent of the California NGSS in just 66 days at grades K–2 and 88 days at grades 3–5, and 146 days at grades 6–8.

While we took great care in ensuring cohesiveness across units and grade levels, we also know that the ability level of your students changes from year to year. As a result, you need a program that provides adaptable and flexible pacing, and that empowers you to make instructional decisions in the moment.

As you evaluate how well Amplify Science California can accommodate your pacing needs, consider the following:

Progress Builds: Our Progress Builds describe the way in which students’ understanding of the central phenomenon should develop and deepen over the course of a unit. Each Progress Build defines several levels of understanding, with each level integrating and building upon the knowledge and skills from lower levels. Because these Progress Builds are directly tied to the program’s system of assessments, teachers are armed with the data they need to make informed decisions about when to move on, when to slow down, and when to revisit a concept and dive deeper.

A chart titled Animal and Plant Defenses Progress Build outlines three levels of understanding about survival strategies in animals and plants.

Multiple at-bats: Rather than introducing a concept on Monday, testing for mastery on Friday, and knowing students will forget everything by the next Tuesday, we set out to help students build meaningful and lasting knowledge that they can retain and transfer over the course of the entire unit. We accomplish this by giving students multiple opportunities (a.k.a. “at-bats”) to encounter, explore, and experience a concept. Said another way, Amplify Science California is actually made up of a series of multi-modal “mini-lessons”. This intentional cyclical and iterative design mirrors the 5Es, allows teachers the flexibility to speed up or skip ahead once students have demonstrated mastery, and empowers students to learn concepts more deeply than any other program. 

Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Extension activities: When some students are ready to move on and others are not, our unit extension activities can be a big help. Found in the Lesson Brief section of both the digital and printed Teacher’s Guide, these activities ensure that advanced learners remain engaged and challenged while teachers help the rest of the class build the foundational knowledge they need to be successful later in the unit.

What’s important to remember is that more hands-on doesn’t necessarily mean better, at least according to the California NGSS. That’s because only two of the eight Science and Engineering Practices (SEPs) are directly related to hands-on learning. 

Just as scientists gather evidence from many types of sources, so do students in the Amplify Science California program. Like scientists, students gather evidence from physical models, digital models, texts, videos, photographs, maps, and data sets. By doing so, we provide students more opportunities than any other program to practice using all of the practices called out in the California NGSS Framework.

NGSS 8 Science Practices

  1. Asking questions
  2. Developing and using models
  3. Planning and carrying out investigations
  4. Analyzing and interpreting data
  5. Using mathematics and computational thinking
  6. Constructing explanations
  7. Engaging in arguments from evidence
  8. Obtaining, evaluating, and communicating information

While all of our units engage students in gathering evidence from a rich collection of sources, the reliance on different types of evidence (and evidence sources) varies according to unit. For instance, some units lend themselves to meaningful hands-on experiences, while in other units the phenomena students are investigating are too slow, too dangerous, or too big to be observed directly. In those units, students rely more heavily on other evidence sources such a physical models or simulations.

Unit types in grades K–5
In each K–5 grade, there is one unit that emphasizes investigation, one that emphasizes modeling, and one that emphasizes design. In addition, in grades 3–5, there is also one unit that emphasizes argumentation.

Unit types in grades 6–8
Each 6–8 grade features three types of units: LaunchCore, and Engineering Internships. Each year has one Launch unit, six Core units, and two Engineering Internships.

For teachers who wish to supplement the lessons with even more hands-on activities, optional “flextension” activities are included in many units.

As a blended curriculum, districts who adopt Amplify Science California are outfitted with a variety of print and digital resources as well as hands-on materials kits. To explore the specific components of the program, visit our What’s Included page.

As our customers will tell you, when you adopt Amplify Science California, you aren’t just buying a science curriculum, you’re joining a family. As such, along with materials, your adoption of Amplify Science California also includes care and support through a variety of staff and resources, including: customer support specialists, pedagogical support specialist, implementation specialists, professional learning specialists, educational partnership managers, and more.

Technical questions

To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products please see Amplify’s customer requirements page.

Absolutely! While 1:1 scenarios are great, they aren’t required. That’s because all Amplify Science California lessons were designed with device sharing in mind, and never assume that every student has a separate device. 

When the use of practice apps is called for in a lesson, you have several options:

  • If internet access is unavailable—“Preload” the digital tool on your device or devices for use offline.
  • If limited student devices are available—Have students do the activities in pairs or small groups.
  • If no student devices are available—Project the digital tool to the class and either “drive” the digital tool yourself or invite students to “drive” by using your device.

learning.amplify.com gives you access to the digital Teacher’s Guide and also gives your students (grades 68) access to the digital student experience.

apps.learning.amplify.com/elementary gives your students (grades 25) access to any practice apps referenced in the instruction. The teacher will either need to log in using their credentials, or have student accounts set up.

Tech headaches are never fun. However, implementing the following tips can help you keep the tech gremlins away.

  • Display the student URLs near the classroom display materials.
  • Before you start a unit, download all unit and lesson resources using the Offline Guide found in the Unit Guide of your digital Teacher’s Guide. In the event that connectivity issues strike, you will still be able to conduct your lessons without interruption.
  • Use Chrome or Safari if possible as these are our preferred browsers.
  • Disable pop-up blockers on all devices being used to support lessons.
  • Be prepared for some webpages to open in a new tab and for PDF files to download automatically.
  • Check and test your connections to any projection devices that you might be using throughout the lesson.
  • Display the student URLs near the classroom display materials.

mCLASS®

Starting in 2025–2026, California Education Code Section 53008 requires LEAs to annually screen K-2 students for reading difficulties, including dyslexia, using CDE-approved instruments. LAUSD implements the Reading Difficulties Risk Screener through mCLASS DIBELS 8th Edition and mCLASS Lectura.

These research-backed assessments provide real-time insights into literacy development, enabling educators to identify at-risk learners, differentiate instruction, and implement targeted interventions. This ensures state compliance while reinforcing LAUSD’s commitment to evidence-based literacy instruction for all students.

Click here to go back to the LAUSD homepage.

A teacher helping a student use mCLASS on a tablet

Getting Started

One Amplify app for everything.

Educators can log into Schoology, using their LAUSD Single Sign-On (SSO), to access the Amplify app. One click into the Amplify app takes you to the Educator Home page and into the mCLASS Portal.

White letter "a" with a modern design on an orange background.

Attention iOS device users:

You must sync your device before upgrading your iOS version. If you update your iOS version before syncing, all unsynced mCLASS data will be lost since any Apple-related software updates clear Safari’s cache memory. If your device prompts you to upgrade your iOS version, tap cancel or close to decline and then sync your assessments. We encourage you to follow best practices and sync your assessment data regularly. Establishing a regular sync routine helps ensure that your assessment data isn’t lost due to device changes, software updates, or any unforeseen issues.

  • DIBELS 8 Help Guide
  • mCLASS Classes and Groups Help – Refer to our mCLASS Help system for instructions on using Amplify’s enrollment tools for administrators and other staff with school-wide or system access. If you need to help teachers administer mCLASS or assist substitute teachers with assessing a class, you can add yourself to a class. You can also create student groups to organize students within classes or to share students across classes with other staff.

mCLASS Instruction

How mCLASS® Instruction works

All schools in LAUSD have access to mCLASS® Instruction, which can help you use your benchmark data to individualize instruction for each student. You can access the following tools at Amplify Home > My Assessments > DIBELS 8th Edition (in the upper-left corner you will see an Instruction button). View our Instruction webcast for overviews of the tools.

  • mCLASS® Item-Level Advisor automatically highlights important patterns, offering detailed analysis and suggesting next steps for targeted instruction.
  • mCLASS® Small-Group Advisor uses results to create optimal groups of students with similar needs and selects targeted instructional activities at the appropriate level.
  • mCLASS® Home Connect® allows you to easily provide parents with progress reports and specific activities to help bolster students’ learning at home.

Student Online Assessments

How to enable the mCLASS Student Online Assessments Video

Online Assessments:

  • MAZE Online (required for DIBELS 8 composite)
  • Spelling Online (available in Spanish)- In the Spelling assessment, students hear a target word and use letter tiles to spell the word. These words include the phoneme-grapheme correspondences that students at each grade level are expected to learn over the course of a year based upon the scopes and sequences of published reading and spelling curricula. The final score is the number of words spelled correctly, with partial credit provided for correct spelling sequences within a word. This makes the Spelling measure more sensitive to students’ actual spelling skills, giving more information about their progress.
  • Vocabulary Online (available in Spanish)- In the Vocabulary assessment, students demonstrate their knowledge of grade-specific words, as well as their skill at deriving meaning from context. The assessment covers words that are high utility (i.e. Tier 2) and content specific (i.e. Tier 3). Depending on grade level, students may be asked to answer questions about the word, to fill in a blank correctly with the word, or to match the word with its definition.

Progress Monitoring

DIBELS 8 Progress Monitoring

  • Progress monitoring materials are included in the DIBELS 8 benchmark booklets.

Welcome to Boost Reading: Remote Learning Edition!

Amplify is committed to helping school and district partners make instructional resources like Boost Reading: Remote Edition available to students who may be unable to attend school. 

This site contains all the resources you’ll need to get started using Boost Reading: Remote Edition with your students as soon as possible. We’re confident that as a community, we can continue to support learning to read remotely.

Are you an mCLASS® user? Click here to get started.

Colorful cartoon animals and objects surround a circular portal with a purple glowing ring, featuring silhouetted figures in its center.

Getting started

What you need to know about Boost Reading

Boost Reading is a student-driven, digital literacy program that provides students with differentiated and adaptive practice in all key areas of literacy instruction. Teachers have access to rich data insights into student usage and progress they can use to inform remote instruction.

 

How does it work with other programs?

Boost Reading is a great complement to any core or assessment program, especially Amplify Core Knowledge Language Arts (CKLA) and mCLASS.

 

 

When and how to use Boost Reading

We recommend students use the program independently for 30-45 minutes a week. This implementation model has led to student growth, especially for dual language learners.

 

Students will need access to one of the following devices: Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

 

How do I get started with Amplify Reading?

Good news! Amplify Reading has already been enabled within your mCLASS and Acadience Reading accounts. To get started with the program, you’ve got only two steps left: creating your class code and setting up your devices.

 

  • [Video] How to access Amplify Reading from within mCLASS and Acadience Reading
  • [Video] How to enable class login
  • [Video] How to create shortcuts on devices
  • [PDF] Amplify Reading launch packet

 

Note: Amplify Reading works on most classroom devices, including Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

What else can you tell me about Amplify Reading?

As students engage in skill practice, their paths through the game world adapt to meet their unique learning needs. Amplify Reading includes more than 40 standards-aligned games that build language, foundational skills, and comprehension skills, while also developing:

  • Phonological awareness
  • Phonics
  • Vocabulary
  • Text analysis
  • Comprehension
  • Microcomprehension (i.e., the smaller aspects of comprehension that make up the reader’s mental model of a text)

 

Some additional resources that you might find helpful:

 

How do I get started with Boost Reading?

Good news! You and your students now have access to Boost Reading. To get started, you’ll need to sign in with your Amplify credentials at mclass.devamplify.wpengine.com. Next, you’ll want to distribute Boost Reading credentials to your students.

 

Where do I find my credentials?

You should have received an email from noreply@devamplify.wpengine.com with your new account information. If you do not see it in your inbox, please check your spam folder.

 

How to download and distribute student credentials:

 

How to support login at home:

You can direct parents to the following videos for an overview of the program and how to get started.

 

After students start playing, you can check in on their progress via your teacher dashboard. 

 

 

Printable extension activities

Consider sending the following activities home with your students as part of their weekly Boost Reading routine. Each printable activity has instructions in both English and Spanish.

Packet 1

Access support

Intercom chat

Our Intercom feature gives you the ability to chat with 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 7 a.m. to 7 p.m. EDT, Monday through Friday.

Email

Our customer support, technical support, and pedagogical support teams can be reached by email at help@devamplify.wpengine.com from 7 a.m. to 7 p.m. EDT, Monday through Friday.

Program introduction

Professional learning

What will you find in the Professional Learning section?

Whether you’re launching into a new program or looking to strengthen your skills, Amplify’s professional learning sessions will support your needs.

  • Register now to join new and upcoming learning sessions.
  • On-demand sessions offer timely insights to support your mCLASS implementation.
  • Webinar recordings from 2020-2021 or 2021-2022 ensure you don’t miss a thing.

Amplify is working in partnership with the Kindergarten Assessment Support (KAS) Initiative to provide virtual professional development trainings to teacher, specialists, and campus/district leader users of mCLASS Texas Kindergarten across the state of Texas. These trainings are funded by the KAS Grant and will be provided at no charge to participants. Please note that all content will be focused on kindergarten only.

You will find a list of sessions below that you can register for. Sessions will be updated on an ongoing basis. To register, educators can enter the Session ID number into the Region 4 ESC search bar (https://www.escweb.net/tx_esc_04/) to sign up for the session(s) and to secure a spot or type ‘mclass’ into the search bar; all virtual sessions are capped at 30 participants.

For more information about the KAS Initiative, please visit https://tea.texas.gov/academics/early-childhood-education/data-driven-instruction-best-practices.

All mCLASS Texas Edition users will have access to free online modules. Contact your district for details about accessing these modules.

For those districts that want to support teachers in a more comprehensive approach we will work to ensure that the professional learning section supporting each mCLASS Texas Edition rollout meets each district’s unique needs. Here is a professional learning catalog to show the breadth and depth of what we offer.

Remote assessment

mCLASS Texas Edition can be administered in many ways, including remotely. This site will give guidance on the various ways to administer mCLASS Texas Edition to best support your students in any learning environment.

Watch the Remote Assessment Guidance Office Hours recording here.
Documents referenced during Office Hours are linked below.

Administrators, welcome to mCLASS Texas Edition!

Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.

Onboarding: What to expect

Welcome to mCLASS Texas Edition! To help you know what’s coming next, we created the following visual that outlines the steps of the onboarding process. You can use it as a reference.

Illustration depicting a step-by-step process for professional learning and enrollment, featuring icons for requests, calls, enrollment, emails, online modules, and classroom applications.

Enrollment and licensing

Amplify provides services to fit the different types of enrollment needs for various times of year:

  •  Self-Service Enrollment (SSE) is a batch enrollment tool that you can use to import large amounts of student, staff, and class information into the Amplify system at the beginning of the school year or any time you need to update your enrollment data.
  • Auto Self-Service Enrollment (Auto SSE) is a service for automatically sending enrollment data from your computer to Amplify, which does not require intervention after you initiate the process, and which can be run at any time of year. You must have the ability to run scripts in order to use Auto SSE.
  • Amplify also offers the Manual Enrollment tools on the Amplify Administration page, which you can use at any time of year to add or update enrollment information by entering the information directly into Amplify, rather than uploading spreadsheets.

Preparing your materials

Click here to access a list of the print materials included in each mCLASS Texas Edition kit.

Image of a promotional flyer for mclass® texas, detailing educational materials for teaching literacy to students from kindergarten through 6th grade, with various text sections and an image of a child studying.

Technology requirements and guidelines

To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products, please see Amplify’s customer requirements page.

To ensure access to mCLASS, add the URLs on this page to your corresponding district or school-level filters.

Teachers, welcome to mCLASS Texas Edition!

Here you’ll learn about the program, how to set up your device, and how to get help when using mCLASS Texas Edition.

Onboarding: What to expect

A step-by-step guide for mCLASS preparation: review launch email, watch training module, log in to mCLASS, set up assessment device, prepare to teach mCLASS in the classroom.

Logging in to mCLASS Home

mCLASS Home is where you access mCLASS reporting, instruction, and other helpful resources. Follow these steps to log in:
1. Navigate to mclass.amplify.com.
2. You will need your Amplify user name and password to log in. If you forget your password, you can follow the instructions below to generate a new one.

  • Click “Forgot Password”
  • Enter your Amplify username and your district or school email address. Click Send. Then follow the instructions in the email you receive to reset your password.

If you have not received an Amplify username and password, please contact your
school or district administrator.

Setting up your assessment device

Assessments are administered using the mCLASS app. The mCLASS app is installed by creating a shortcut from Chrome™ (Safari for iPads) on your device’s desktop or home screen. Click the link for your device for installation instructions:
iPad
Chromebook
Windows device

Note that you need your Amplify username and password to install the mCLASS app. If you have not received it, please contact your school or district administrator.

Dyslexia screening

mCLASS® Texas DIBELS® 8 and IDEL assess the updated skills required for dyslexia screening. We’ve got you covered!

Click here to learn more about the Texas Dyslexia handbook updates.

Looking for help?

Our technical and pedagogical support teams are available from 7 a.m. to 7 p.m. ET, Monday through Friday.

For your most urgent questions

  • Use our live chat within your program
  • Call our toll-free number: (800) 823-1969

For less urgent questions, send us an email!

Administrators, welcome to mCLASS!

Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.

A young girl with curly hair smiling and holding a stylus and tablet, with colorful abstract shapes in the background.

Onboarding: What to expect

Welcome to mCLASS! There are six basic steps to onboarding. Use this visual as a reference, but also know that our dedicated implementation team will be there to support you during the entire process.

Vertical flowchart showing six sequential steps for a project, starting with "sale closes," and concluding with "continued outreach." steps are connected by dotted lines.

Technology requirements and guidelines

To ensure that your hardware and network meet the minimum technical requirements for performance and support of mCLASS, please see Amplify’s customer requirements page.

You’ll also want to add the URLs on this page to the corresponding district- or school-level filters so that your teachers and students can access their mCLASS materials.

Data sharing agreement

Partnering with Amplify through our data sharing program deepens learning outcomes and gives you the performance analysis you need to make impactful decisions within your district or school. By signing our data sharing agreement, your district will help us to better understand student performance as it relates to your state’s standards. It also allows us to compare results with the curriculum-embedded assessments and state-level assessments. These analyses will help you identify the areas where your teachers and students are excelling or may be experiencing challenges.

Stay tuned for additional updates.

Enrollment and licensing overview

During the enrollment and licensing call, your Amplify implementation partner will walk you through the enrollment process. We recommend exploring the enrollment web tool ahead of the call for suggestions on which enrollment method may be best for your district.

The following guides provide additional information about enrollment methods and the data sharing process.

Button with text "2021 Enrollment methods" and "Download PDF" in orange border. There is an icon of a document with a downward arrow.
A white and orange button with an icon of a document and downward arrow, labeled "Data sharing overview." Below it, there is a link saying "Download PDF".

You can also reference the mCLASS Enrollment Help collection for additional information.

Preparing for your materials

If you have ordered printed assessment kits, you or the materials coordinator at your school or district will receive a shipping logistics survey to ensure a smooth delivery. It is critical that this survey be completed prior to the shipment of materials. If your school or district has not received a survey, reach out to your Amplify implementation manager.

What’s included in the kits?

Below you will find a list of the print materials included in each mCLASS kit.

DIBELS 8th Edition

The mCLASS DIBELS® 8th Edition kits are grade-specific and contain the student materials for assessment with mCLASS software. K–6 (Kits for each grade sold separately):

  • How to Get Started with mCLASS one sheet
  • Student Benchmark Assessment materials
  • Student Progress Monitoring Assessment materials
  • Assessment Administration and Scoring manual

Maze administration:

  • Maze for grades 2–6 is typically administered online to a group of students, each on their own computer or device. No printed materials are needed.
  • If your school does not have sufficient student devices or if your students are not yet ready for online assessment, you may administer Maze with paper and pencil and enter the scores manually. Get more information.

Materials for additional assessments in the mCLASS suite

For customers who use Text Reading and Comprehension (TRC), IDEL®, TRC Spanish, mCLASS® Math, and/or Intervention, we provide the following:

TRC Atlas Benchmark kit

  • 76 leveled readers covering levels A–Z (both fiction and nonfiction)
  • Tabs to organize books by level grouping
  • Information pamphlet

mCLASS: Math

Kindergarten and grade 1 combination kit

  • Activities Guide
  • Counting chips
  • Screening and Progress Monitoring student materials

Grade 2 kit

  • Activities Guide
  • Counting chips
  • Screening and Progress Monitoring Teacher Guide and answer key
  • Screening and Progress Monitoring forms 1–10

Grade 3 kit

  • Activities Guide
  • Screening and Progress Monitoring teacher guide and answer key
  • Screening and Progress Monitoring forms 1–10

Multi-grade kit, including K–3

  • All materials listed above

IDEL

IDEL Multi-grade kit (K–3):

  • Kit includes K–3 student and teacher materials

TRC Spanish

TRC Spanish Benchmark kit (K–3)

  • 20 leveled readers covering Descrubriendo la Lectura (DLL) levels 1–24 (both fiction and nonfiction)
  • Information pamphlet
  • 16 additional texts available online via the mCLASS home training page

Intervention

K–3 and 4–6 kits (sold separately)

  • Printed cards
  • Puppet
  • Whiteboard
  • Sticker book
  • 25 resealable bags
  • Magnifying glass
  • Burst® binder
  • Burst messenger bag
  • User Guides
  • Accordion file
  • Burst posters
  • Light blue carrying case (includes double-tipped markers, dry erase markers, counting chips, and sand timers)
  • Assessment books

Announcements

Use stimulus funding to drive transformation
Learn about ESSER I, II, and III funding (or CARES, CRRSA, and ARP) and how to use these funds to help with learning recovery and acceleration. Districts have significant flexibility in how to use the ESSER money, with ESSER II and III specifying that some of the funds should be used to address unfinished learning. All Amplify programs and services meet the criteria for the funding. Get more information about funding and timelines.

Next steps: How do I support my teachers?

Logging in to mCLASS Home
mCLASS Home is where you will access mCLASS Reporting, Instruction, and other helpful resources. Teachers can log in by navigating to mclass.amplify.com.

Setting up your assessment device
Assessments are administered using the mCLASS app. The mCLASS app is installed by creating a shortcut from your school’s preferred web browser on the desktop or home screen of a teacher’s device. Share this link with teachers for best practices specific to their device’s operating system.

Professional development
We partner with every district to make sure the mCLASS rollout meets their unique needs. Check out our professional development site to get a better understanding of what our team has to offer.

Contact us

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 at no cost to educators using our programs. This free service includes:

  • Support with administering and interpreting assessment data and more.
  • Guidance for developing lesson plans and intervention plans.
  • Recommendations and tips for day-to-day teaching with mCLASS.

To reach our pedagogical team, click the orange icon while logged into mCLASS to get immediate help, call (866) 629-2446, or email edsupport@amplify.com.

Timely technical and program support
Our Customer Care and Support team is available Monday through Friday, 7 a.m. to 9 p.m. ET, and Sunday, 10 a.m. to 6 p.m. ET, through a variety of channels:

  • Live chat: Click the orange icon while logged into mCLASS to get immediate help in the middle of the school day.
  • Phone: Call our toll-free number: (800) 823-1969.
  • Email: Send an email to help@amplify.com.

Join our community
Our mCLASS Facebook group is a community of mCLASS educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.

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

A circular arrow surrounds a checkmark inside a square, with a blue shadow on the right side, representing a completed or approved process.

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 topicDurationAmplify Caminos 1st Edition agendasAmplify Caminos 3rd Edition agendasAmplify Caminos California Edition agendas
Initial training for teachers6 hoursK–2
3–5
K–2
3–5
K–2
3–5
Grade 6
ELA + Caminos
Skills Strand initial training for teachers6 hoursK–2
K–2K–2
Knowledge Strand initial training for teachers6 hoursK–23–5K–2
Program overview for teachers3 hoursK–2
3–5
K–2
3–5
K–2
3–5
Grade 6
Knowledge strand program overview for teachers3 hoursK–2K–2K–2
Skills Strand program overview for teachers3 hoursK–2K–2K–2
Program overview for leaders3 hoursK–5PreK–5TK–5
Skills supplement training for teachers1 hour3–53–6
Transition training for teachers to 3rd Edition1 hourK–2
3–5
Skills Strand
Knowledge Strand

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify Caminos 1st Edition agendasAmplify Caminos 3rd Edition agendas
Coming soon!
Amplify Caminos California Edition agendas
Coming soon!
Enhancing planning for teachers3 hoursK–2
3–5
K–2
3–5
K–2
3–5
Grade 6
Enhancing practice for teachers3 hoursK–2
3–5
K–2
3–5
K2
3–5
Grade 6
Writing for teachers3 hoursK–2
3–5
Student engagement for teachers1 hourK–5K–5K–5
Grade 6
ELA + Caminos Grade 6
Supporting all learners for teachers1 hourK–5K–5K–5
Pacing for teachers1 hourK–5K–5K–5
Grade 6
ELA + Caminos Grade 6
Enhancing observations for leaders3 hoursGrade 6
Grading and assessment for teachers1 hourGrade 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.

DirectionsResource
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 topicDurationAmplify CKLA 2nd Edition agendasAmplify CKLA 3rd Edition agendasAmplify CKLA Florida Edition agendasAmplify CKLA California Edition agendas
Initial training for teachers6 hoursPreK
K–2
3–5
K–2
3–5
K–2
3–5
Transitional Kindergarten (TK)
K–2
3–5
Skills Strand initial training for teachers6 hoursK–2K–2K–2
Knowledge Strand initial training for teachers6 hoursK–2K–2K–2
Program overview for teachers3 hoursPreK
K–2
3–5
K–2
3–5
K–2
3–5
TK
K–2
3–5
Skills Strand program overview for teachers3 hoursK–2K–2K–2
Knowledge Strand program overview for teachers3 hoursK–2K–2K–2
Program overview for leaders3 hoursPreK–5PreK5K–5PreK–5
Transition training for teachers1 hourK–2
3–5
Skills Strand transition training for teachers1 hourK–2
Knowledge Strand transition training for teachers1 hourK–2
Skills supplement training for teachers1 hourGrade 3Grade 33–8

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify CKLA 2nd Edition agendasAmplify CKLA 3rd Edition agendasAmplify CKLA Florida Edition agendasAmplify CKLA California Edition agendas
Coming soon!
Enhancing planning for teachers3 hoursPreK
K–2
3–5
K–2
3–5
K–2
3–5
TK
K–2
3–5
Enhancing practice for teachers3 hoursK–2
3–5
K–2
3–5
K–2
3–5
K–2
Maximizing impact: Data-informed remediation with the ARG for teachers3 hoursK–2K–2K–2
3–5
Maximizing impact: Data-informed remediation with the ARG/DERG for teachers3 hours3–53–5
Writing for teachers3 hoursK–2
3–5
Coming soon!
K–2
3–5
Enhancing observations for leaders3 hoursK–5K–5K–5K–5
Student engagement for teachers1 hourK–5K–5K–5
Supporting all learners for teachers1 hourK–5K–5K–5
Pacing for teachers1 hourK–5K–5K–5
Amplify CKLA 3rd Edition + mCLASS DIBELS 8th Edition: Data driven instruction for teachers3 hoursComing soon!

Amplify CKLA companion programs

Session topicDurationAmplify CKLA 3rd Edition agendas
Writing Studio companion training for teachers3 hoursK–5
Language Studio companion training for teachers3 hoursK–2
3–5
Language Studio California Edition companion training for teachers3 hoursK–2
3–5

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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 topicDurationAmplify CKLA 2nd Edition + Amplify Caminos 1st Edition agendasAmplify CKLA/Caminos 3rd edition agendasAmplify CKLA/Caminos California Edition agendas
Initial training for teachers6 hoursK–2
3–5
K–2
3–5
K–2
3–5
Skills Strand initial training for teachers6 hoursK–2K–2K–2
Knowledge Strand initial training for teachers6 hoursK–2K–2K–2
Program overview for leaders3 hoursPreK–5PreK–5TK–5
Transition training for teachers to 3rd Edition1 hourK–2
3–5
Skills Strand
Knowledge Strand

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify CKLA 2nd Edition + Amplify Caminos 1st Edition agendasAmplify CKLA/Caminos 3rd Edition agendas
Coming soon!
Amplify CKLA/Caminos California Edition agendas
Coming soon!
Enhancing planning for teachers3 hoursK–2
3–5
K–2
3–5
K–2
3–5
Enhancing practice for teachers3 hoursK–2
3–5
K–2
3–5
K–2
3–5
Writing for teachers3 hoursK–2
3–5
Student engagement for teachers1 hourK–5K–5K–5
Supporting all learners for teachers1 hourK–5K–5K–5
Pacing for teachers1 hourK–5K–5K–5

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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 topicDurationAmplify Desmos Math agendasAmplify Desmos Math California Edition agendas
Initial training for teachers6 hoursK–5
6–A1
High school
Program overview for teachers3 hoursPreK/TK
K–5
6–A1
High school
PreK/TK
High school
Program overview for leaders3 hoursK–5
6–A1
High school
High school

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify Desmos Math agendasAmplify Desmos Math California Edition agendas
Coming soon!
Supporting all learners for teachers3 hoursK–5
6–A1
Enhancing observations for leaders3 hoursK–A1High school
Enhancing planning for teachers3 hoursK–5
6–A1
High school
Enhancing practice for teachers3 hoursK–5
6–A1
High school
Snapshots in the Teacher Dashboard for teachers1 hour6–A1
Teaching a lesson with digital student screens for teachers1 hourK–5
Unit-level planning for teachers1 hourK–5
6–A1
High school
Supporting and facilitating meaningful discourse for teachers3 hoursComing soon!K–5
6–A1/M1
High school
Assessment in action: Analyzing data, reports, and planning next steps for teachers3 hoursComing soon!K–5
6–A1/M1
Increasing engagement with instructional routines for teachers3 hoursComing soon!

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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 topicDurationAmplify ELA 2nd Edition agendasAmplify ELA Florida Edition agendasAmplify ELA California Edition agendas
Initial training for teachers6 hours6–86–8Grade 6
ELA + Caminos
Program overview for teachers3 hours6–86–8Grade 6
Program overview for leaders3 hours6–86–8ELA + Caminos

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify ELA 2nd Edition agendasAmplify ELA California Edition agendas
Coming soon!
Enhancing planning for teachers3 hours6–86–8
ELA + Caminos Grade 6
Enhancing practice for teachers3 hours6–86–8
ELA + Caminos Grade 6
Writing: Improving through feedback for teachers3 hours6–8
Supporting all learners for teachers3 hours6–8
Data-informed instruction for teachers3 hours6–8
Enhancing observations for leaders3 hours6–86–8
ELA + Caminos Grade 6
Teaching with print and digital for teachers1 hour6–8
Lesson planning for teachers1 hour6–8
Pacing for teachers1 hour6–86–8
Increasing student engagement for teachers1 hour6–86–8
Grading and assessment for teachers1 hour6–86–8

Amplify ELA companion programs

Session topicDurationAmplify ELA Language Studio California Edition agenda
Amplify ELA California 68 Language Studio companion for teachers3 hoursAgenda

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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 topicDurationAmplify Math agendas
Initial training for teachers6 hoursGrade 6–Algebra 1
Geometry–Algebra 2
Program overview for teachers3 hoursGrade 6–Algebra 1
Geometry–Algebra 2
Program overview for leaders3 hoursGrade 6–Algebra 1
Geometry–Algebra 2

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify Math agendas
Enhancing planning for teachers3 hoursAgenda
Enhancing practice for teachers3 hoursAgenda
Addressing prerequisite skills for teachers3 hoursAgenda
Using differentiation supports for teachers3 hoursAgenda
Using data to drive instruction for teachers3 hoursAgenda
Orchestrating math discussions for teachers3 hoursAgenda
Enhancing observations for leaders3 hoursAgenda
Lesson-level planning for teachers1 hourAgenda
Unit-level planning for teachers1 hourAgenda
Increasing engagement with instructional routines for teachers1 hourAgenda
Building language with math routines for teachers1 hourAgenda

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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.

Session topicDurationAmplify Science agendas
Initial training for teachers6 hoursK–5
6–8
Program overview for teachers3 hoursTK
K–5
6–8
Program overview for leaders3 hoursK–5
6–8

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify Science agendas
Enhancing planning for teachers3 hoursK–5
6–8
Enhancing practice for teachers3 hoursK5
6–8
Supporting all learners with complex texts for teachers3 hoursK–5
6–8
Supporting multilingual/English learners for teachers3 hoursK–5
6–8
Writing in science for teachers3 hoursK–5
6–8
Engineering Internship for teachers3 hoursGrade 6–Metabolism
Grade 7–Plate Motion
Grade 8–Force and Motion
Science Seminar for teachers3 hours6–8
Enhancing observations for leaders3 hoursK–5
6–8
Assessment system for teachers3 hoursK–5
6–8
Enhancing the digital experience for teachers1 hourK–5
Planning with the Coherence Flowchart for teachers1 hourK–8
Planning an Amplify Science lesson for teachers1 hourK–8
Supporting all learners: Exploring the resources for teachers1 hourK–8
Supporting all learners: Teacher modeling and student discourse for teachers1 hourK–8
Supporting all learners: Multimodal instruction for teachers1 hourK–8
Analyzing student work for teachers1 hourK–8
Unit Materials Kits and prep for teachers1 hourK–8
Grading with Amplify Science for teachers1 hourK–8

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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.

Session topicDurationBoost ReadingBoost Close ReadingBoost LecturaBoost Reading/ Lectura
Getting started for teachers2 hoursK–56–8K–2K–2
Getting started for leaders2 hoursK–5

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationBoost ReadingBoost Close Reading
Maximizing data for teachers1 hourK–56–8

Online courses

Online courses prepare teachers to implement Boost Literacy programs.

Course topicBoost ReadingBoost Close ReadingBoost Lectura
Getting started for teachersK–56–8K–2
Getting started for leadersK–5

mCLASS® Intervention

mCLASS Intervention sessions

Session topicDurationmCLASS Intervention agendas
Initial training for interventionists and coordinators6 hoursK–6

mCLASS Intervention Universal sessions

Session topicDurationAgendas
Initial training + DIBELS 8th Edition:
Administration and scoring training for interventionists and coordinators
9 hoursK–6

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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 topicCourse overviews
Program overview for interventionistsK–6

mCLASS Literacy

Launch sessions

Launch sessions introduce Amplify programs and support strong implementation.

Session topicDurationmCLASS DIBELS 8th Edition agendasmCLASS Lectura agendasmCLASS DIBELS 8th Edition/mCLASS Lectura agendasLouisiana K–3 Literacy Screener agendas
Administration and instruction essentials for teachers6 hoursK–8K–6 English
K–6 Spanish
K–8K–3
Administration and scoring training for teachers3 hoursK–8K–6 English
K–6 Spanish
K–3
Administration and reporting training for leaders3 hoursK–8K–6K–8

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationmCLASS DIBELS 8th Edition agendasmCLASS Lectura agendasmCLASS DIBELS 8th Edition/ mCLASS Lectura agendasLouisiana K–3 Literacy Screener agendas
Creating a data-driven classroom for teachers3 hoursK–8K–6K–8K–3
Building a data-driven culture for leaders3 hoursK–8K–6K–8K–3
Assessing with fidelity for teachers1 hourK–8K–6K–8K–3
Reporting and instruction basics for teachers1 hourK–8K–6K–8
Progress monitoring for teachers1 hourK–8K–6K–8K–3
Goal setting and growth outcomes for teachers1 hourK–8K–6K–8K–3
Reporting basics for leaders1 hourK–8K–6K–8K–3

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsResource
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 topicmCLASS DIBELS 8th Edition overviewsmCLASS Lectura overviewsLouisiana K–3 Literacy Screener overviewsmCLASS Literacy North Carolina overviewsmCLASS Lectura North Carolina overviewsPaper DIBELS 8th Edition overviews
Administration and instruction essentials for teachersK–8K–6K–3K–6
K–6
Calibration training for teachersK–8
Coming soon!
K–8
Coming soon!
Transition training for DDS teachersK–8
Administration and scoring training for DDS teachersK–8
Administration and reporting training for leadersK–3

mCLASS Math & Boost Math

Launch sessions

Launch sessions introduce Amplify programs and support strong implementation.

Session topicDurationmCLASS Math 2nd Edition agendasCalifornia Edition agendas
Program overview for teachers3 hoursK–5
6–8
K–5
6–8
Program overview for leaders3 hoursK–8K–8

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationmCLASS Math 2nd Edition agendasCalifornia Edition agendas
Student thinking and instructional next steps for teachers3 hoursK–5
6–8
K–5
6–8
mCLASS Math + Boost Math: Understanding and using data to plan intervention3 hoursK–5
6–8
K–5
6–8
Leveraging assessment data to strengthen mathematical thinking for teachers1 hourK–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.

DirectionsResource
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 topicCourse overviews
Program overview and instructional next steps for teachersComing soon!

General sessions

Amplify Classroom

Amplify Classroom sessions build expertise in Activity Builder to design, organize, and facilitate engaging digital activities.

Session topicDurationAmplify Classroom agendas
Facilitating and building activities in Amplify Classroom for teachers6 hoursAgenda
Introduction to Amplify Classroom activities for teachers3 hoursAgenda
Building activities in Amplify Classroom for teachers3 hoursAgenda

Multilingual/English learners

Multilingual/English learners sessions align instruction with best practices for multilingual reading and writing development.

Session topicDurationMultilingual/English learners agendas
Build your knowledge of multilingual/English learners 90 minutesAgenda
Deepen your knowledge of multilingual/English learners3 hoursAgenda

Problem-based math

Problem-based math sessions identify actionable strategies that build students’ conceptual understanding while developing a sense of joy in learning math

Session topicDurationProblem-based math agendas
Build knowledge of problem-based math for teachers
90 minutesK–5
6–8
High school–Coming soon!
Deepen knowledge of problem-based math for teachers3 hoursK–5
6–8
High school–Coming soon!

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.

Session topicDurationScience of Reading agendas
Build your knowledge of the Science of Reading90 minutesK–5
Deepen your knowledge of the Science of Reading3 hoursK–5

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 topicDurationmCLASS Math 2nd Edition agendas
Supporting and facilitating meaningful discourse for teachers3 hoursComing soon!
Assessment in action: Analyzing data, reports, and planning next steps for teachers3 hoursComing soon!

Amplify Texas ELAR & SLAR

Launch sessions

Launch sessions introduce Amplify programs and support strong implementation.

Session topicDurationAmplify Texas ELAR agendasAmplify Texas ELAR + SLAR agendasAmplify Texas SLAR agendas
Initial training for teachers6 hoursK–2
3–5
6–8
K–2
3–5
K–2
3–5
Skills Strand initial training for teachers6 hoursK–2K–2K–2
Knowledge Strand initial training for teachers6 hoursK–2K–2K–2
Program overview for teachers3 hoursK–2
3–5
6–8
K–2
3–5
Program overview for leaders3 hoursK–5
6–8
K–5
Skills Strand program overview for teachers3 hoursK–2K–2
Knowledge Strand program overview for teachers3 hoursK–2K–2

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationAmplify Texas ELAR agendasAmplify Texas ELAR + SLAR agendasAmplify Texas SLAR agendas
Enhancing planning for teachers3 hoursK–2
3–5
6–8
K–2
3–5
K–2
3–5
Enhancing practice for teachers3 hoursK–2
3–5
6–8
K–2
3–5
K–2
3–5
Writing for teachers3 hoursK–2
3–5
K–2
3–5
K–2
3–5
Enhancing observations for leaders3 hoursK–5
6–8
Supporting all learners for 6–8 teachers3 hours6–8
Data-informed instruction for teachers3 hours6–8
Student engagement for teachers1 hourK–5
6–8
K–5K–5
Supporting all learners for teachers1 hourK–5K–5K–5
Teaching with print and digital for teachers1 hour6–8
Lesson planning for teachers1 hour6–8
Pacing for teachers1 hourK–5
6–8
K–5K–5
Grading and assessment for teachers1 hour6–8

Coach sessions

Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.

DirectionsELAR resourcesELAR + SLAR resources
1. Select agenda items to build your coaching sessionCoaching agenda optionsCoaching agenda options
2. If you select any PLC or grade level meetings, select topics for those meetingsPLCs or grade-level planning meeting options

Boost Reading Texas sessions

Launch & Strengthen sessions

Session topicDurationTexas Boost Reading agendas
Getting started for teachers2 hoursK–5
6–8
Getting started for leaders2 hoursK–5
Maximizing data for teachers1 hourK–5
6–8

mCLASS Literacy Texas sessions

Launch sessions

Launch sessions introduce Amplify programs and support strong implementation.

Session topicDurationmCLASS Texas agendasmCLASS Lectura Texas agendasmCLASS Texas DIBELS 8/ Lectura agendas
Administration and instruction essentials for teachers6 hoursK–8K–2K–2
Administration and scoring training for teachers3 hoursK–8K–2
Administration and reporting training for leaders3 hoursK–8K–2K–2

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationmCLASS DIBELS 8th Edition Texas agendasmCLASS Lectura Texas agendasmCLASS DIBELS 8th Edition/Lectura Texas
Creating a data-driven classroom for teachers3 hoursK–8K–6K–8
Building a data-driven culture for leaders3 hoursK–8K–6K–8
Assessing with fidelity for teachers1 hourK–8K–6
Reporting and instruction basics for teachers1 hourK–8K–6
Progress monitoring for teachers1 hourK–8K–6
Goal setting and growth outcomes for teachers1 hourK–8K–6K–8
Reporting basics for leaders1 hourK–8K–6

Online courses

Course topicmCLASS DIBELS 8th Edition Texas course overviewmCLASS Lectura Texas course overview
Administration and instruction essentials for teachersK–8K–6

mCLASS Math Texas sessions

Launch sessions

Launch sessions introduce Amplify programs and support strong implementation.

Session topicDurationmCLASS Math 2nd Edition agendas
Program overview for teachers3 hoursK–5
Program overview for leaders3 hoursK–5

Strengthen sessions

Strengthen sessions deepen understanding of Amplify programs through targeted support.

Session topicDurationmCLASS Math 2nd Edition agenda
Student thinking and instructional next steps for teachers3 hoursK–5

Online courses

Course topicmCLASS Math 2nd Edition online agenda
Administration and instruction essentials for teachersComing soon!

Frequently asked questions

Still have questions? We have answers. Check out the following FAQ.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.

Program questions

Amplify Science California is a flexible, blended K–8 science curriculum that addresses 100 percent of the Next Generation Science Standards for California, and a significant number of the Common Core State Standards for English Language Arts, Literacy in Science and Technical Subjects, and Math, as well as the California English Language Development Standards. Together, the units deliver three-dimensional instruction across the following disciplines: Life Science, Earth and Space Science, Physical Science, and Engineering Design.

Since Amplify Science California is a blended curriculum, districts who adopt it are outfitted with a variety of print and digital resources as well as hands-on materials kits. To explore the specific components of the program, visit the What’s Included portion of our site.

As our customers will tell you, when you adopt Amplify Science California, you aren’t just buying a science curriculum, you’re joining a family. As such, along with materials, your adoption of Amplify Science California also includes care and support through a variety of staff and resources, including customer support specialists, pedagogical support specialists, implementation specialists, professional learning specialists, educational partnership managers, and more.

Amplify Science California does indeed features some powerful and engaging digital components, which are gradually introduced beginning at grade 2. However, as a fully blended and flexible program, Amplify Science California can be (and has been) implemented in a wide variety of scenarios.

All lessons were designed with device sharing in mind, and never assume that every student has a separate device. While 1:1 scenarios are great, they aren’t required. When devices are necessary for students to fully experience a concept, teachers can opt to share devices across pairs or small groups, or simply display the Sim or Modeling Tool to the whole class and allow students to “drive” using your device.

Rather than introducing a concept on Monday, testing for mastery on Friday, and knowing students will forget everything by the next Tuesday, we set out to help students build meaningful and lasting knowledge that they can retain and transfer over the course of the entire unit. We accomplish this by giving students multiple opportunities (a.k.a. “at-bats”) to encounter, explore, and experience a concept. Said another way, Amplify Science California is actually made up of a series of multi-modal “mini-lessons.” This intentional cyclical and iterative design mirrors the 5Es, allows teachers the flexibility to speed up or skip ahead once students have demonstrated mastery, and empowers students to learn concepts more deeply than any other program.

We support both. No one solution works for everyone; therefore, in partnership with the Lawrence Hall of Science, we developed suggested sequences for both the integrated model of instruction and the discipline-specific model. Because it’s our goal to provide districts the maximum amount of flexibility, we’re also happy to support districts interested in implementing a different sequence of instruction.

Yes. Rather than separating Performance Expectations into physical science units, earth and space science units, and life science units, Amplify Science California units are organized around anchoring phenomena designed to give students opportunities to dive deeply into certain disciplinary core ideas (DCIs) while also drawing from or applying to others. In organizing the Amplify Science California middle school units, we’ve carefully sequenced these ideas within each grade level to support the development of deep and coherent understanding.

Many real-world phenomena cross the domain boundaries of life, physical, or earth and space science (as well as engineering). Each Amplify Science California unit begins with an intriguing real-world phenomenon that poses a problem that needs to be understood and/or solved. By the end of the unit, students will have analyzed the anchor phenomenon across multiple scientific domains, possibly designed and tested an engineering solution, and always applied what they’ve learned in a different context.

For example:
In the unit Light Waves, students investigate the anchoring phenomenon of why Australia has a much higher skin cancer rate than countries at similar latitudes like Brazil. The focus of this unit is on disciplinary core ideas related to wave properties (PS4.A) and electromagnetic radiation (PS4.B). Students explore these physical science ideas deeply within the unit, and also draw on ideas from earth science (e.g., latitudinal variation of the sun’s energy) and life science (e.g., the effect of energy on the DNA in the nucleus of a cell) in order to explain the central phenomenon.

Absolutely. Hands-on learning is at the heart of Amplify Science California. Integrated into every unit are opportunities for students to take on the role of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend their claims.

In addition, our unique combination of focus and flex activities means teachers have more options, opportunities, and materials to make learning active. Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

What’s important to remember is that more hands-on doesn’t necessarily mean better, at least according to the California NGSS. That’s because only two of the eight Science and Engineering Practices (SEPs) are directly related to hands-on learning.
Just as scientists gather evidence from many types of sources, so do students in the Amplify Science California program. Like scientists, students gather evidence from physical models, digital models, texts, videos, photographs, maps, and data sets. By doing do, we provide students more opportunities than any other program to practice using all of the practices called out in the California NGSS Framework.

NGSS 8 Science Practices

  1. Asking questions
  2. Developing and using models
  3. Planning and carrying out investigations
  4. Analyzing and interpreting data
  5. Using mathematics and computational thinking
  6. Constructing explanations
  7. Engaging in arguments from evidence
  8. Obtaining, evaluating, and communicating information

While all of our units engage students in gathering evidence from a rich collection of sources, the reliance on different types of evidence (and evidence sources) varies according to unit. For instance, some units lend themselves to meaningful hands-on experiences, while in other units the phenomena students are investigating are too slow, too dangerous, or too big to be observed directly. In those units, students rely more heavily on other evidence sources such a physical models or simulations.

Unit types in grades K-5

In each K–5 grade, there is one unit that emphasizes investigation, one that emphasizes modeling, and one that emphasizes design. In addition, in grades 3–5, there is also one unit that emphasizes argumentation.

Unit types in grades 6-8

Each 6–8 grade features three types of units: Launch, Core, and Engineering Internships. Each year has one Launch unit, six Core units, and two Engineering Internships.

For teachers who want to supplement the lessons with even more hands-on activities, optional “flextension” activities are included in many units.

Yes indeed. Amplify Science California integrates all four STEM disciplines—science, technology, engineering, and math—in addition to English Language Arts—throughout the curriculum. In addition, each grade level features specific units that emphasize engineering design.

Every lesson in Amplify Science California explicitly calls out which CCSS ELA and CCSS Math standards are addressed. That said, this is not a math program, nor an ELA program; therefore, it does not address all of the Common Core standards. But the program does address a significant number of the standards as they pertain to science.

Yes, the program includes multiple opportunities for summative assessments.

End-of-unit assessments: At grades K–1 these look like targeted conversations, at grades 2–5 we incorporate written responses, and at grades 6–8 we assess through a combination of auto-scored multiple-choice questions and rubric-scored written responses. These summative assessments for each unit are designed to provide valid, reliable, and fair measures of students’ progress and attainment of three-dimensional learning.

Benchmark assessments: Delivered four times per year in grades 3–5 and three times per year in grades 6–8, benchmark assessments report on students’ facility with each of the grade-level appropriate DCIs, SEPs, CCCs, and performance expectations of the California NGSS.

Science Seminars and final written arguments (formative and summative components): In grades 6–8, culminating performance tasks for each core unit invite students to figure out a new real-world problem. They collect and analyze evidence, examine a number of claims, and then engage in a full-class discussion where they must state which claims are best supported by the evidence, all while making clear their reasoning that connects the evidence to the claims. After the seminar, students then individually write their final scientific argument, drawing on the DCIs, SEPs, and CCCs they have used over the course of the unit to develop a sophisticated and convincing argument that addresses the problem they’ve been investigating. Rubrics, scoring guides, and examples of student responses at each scoring level are provided to teachers to support the assessment of students’ understanding of concepts and specific practices.

No. While we do provide suggested sequences for integrated and domain courses, there are other logical ways to sequence the units and we expect that teachers will present the units in a variety of different orders and in any combination. There are a few notable exceptions. For example, students completing the Metabolism Engineering Internship should have completed the Metabolism core unit beforehand, or a unit that provides students with the same information. Amplify Science California specifies prerequisites for each unit in the event that teachers are interested in using an Amplify Science California unit in combination with other materials.

The typical elementary classroom delivers science instruction only two times per week. Yet, most curricula provide 180 days of lessons. Rather than asking teachers to wade through unnecessary content, we designed a program that addresses 100 percent of the NGSS in just 66 days at grades K–2 and 88 days at grades 3–5. With plenty of wiggle room built right into the program, teachers can relax knowing that there’s ample time to get it all done.

Amplify Science California provides more than enough instructional content to fill 180 days of instruction. However, unlike other programs that expect you to complete 180 discrete lessons, Amplify Science California includes built in wiggle room.

For example, the typical elementary classroom delivers science instruction only two times per week. Rather than asking teachers to wade through unnecessary content, we designed our program to address 100 percent of the California NGSS in just 66 days at grades K–2 and 88 days at grades 3–5. When it comes to middle school, we address 100 percent of the California NGSS in 146 lessons.

Some classes might last longer than one session due to a number of reasons (e.g., enthusiastic student conversations, challenging topics requiring deeper dives, more time needed to accommodate diverse learners, etc.). Also, teachers might want to supplement Amplify Science California with some of their own favorite lessons. Lastly, we’ve accounted for the inevitable assembly days, class trips, testing schedules, et cetera. For teachers that want to go deeper or expand upon a unit topic, we also offer a number of additional lessons that are not core to each unit.

Amplify Science California lessons are designed to be completed in the following timeframes:
Grades K-1 lessons are designed for 45 minutes of science instruction.
Grades 2-5 lessons are designed for 60 minutes of science instruction.
Grades 6-8 lessons are designed for 45 minutes of science instruction.

That said, it’s not a problem if you can’t allocate 45 mins of science instruction every day at K-1, or 60 minutes per day at 2-5. Since there are a total of 66 lessons to address 100 percent of California NGSS at grades K-2, and 88 lessons to address 100 percent of California NGSS at grades 3-5, you can easily teach the lessons in smaller blocks and cover all of the content over the course of the school year.

Technical questions

To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products please see Amplify’s customer requirements page.

Program

Each grade includes six core text-based units, two to three immersive Learning Experiences called Quests, and a dedicated Story Writing unit, all of which account for 180 days of instruction.

Carefully selected for their adherence to the CCSS ELA/Literacy, the texts in the Amplify ELA curriculum balance literary and informational text, and include a rich representation of genres: novels, plays, poetry, memoirs, and other full-length texts. This English Language Arts resource will allow students to grow and develop their literacy skills.

Quests are not graded. These week-long narrative lesson plans build on the literacy skills students have been developing in traditional lessons. They also shake up classroom routines and allow students to take the lead—driving engagement and enabling students to explore new ideas.

In Amplify ELA, text selections have been carefully curated to engage students in the study of complex texts at each grade level. Lexile levels are included for each core text. The Amplify ELA program has sequenced core texts, creating a “staircase” of steadily increasing complexity as measured by quantitative measures, qualitative measures, and task consideration.

Amplify’s core middle school ELA lessons expose students to a diverse array of text types, genres, authors, and time periods. By representing a wide range of student interests and perspectives, these texts develop student curiosity while also building skills and content knowledge.

No. Access to all 650+ full length titles in the Amplify Library is included in the student license. Students can download the texts from the library onto their device and access them offline, as well.

Technology

Amplify ELA 2nd edition is a blended instructional model and can be used in classrooms with limited access to devices. Teachers can make strategic choices about when their students use devices without compromising learning, while still providing 100% standards coverage.

Our curriculum offers a hybrid approach to instruction. We have developed a robust digital platform and tools for students to interact with text in unique ways and for teachers to track and support student progress. When students are using our rich print materials, teachers can share those digital experiences through classroom projection.

Amplify ELA is a web-based, device-agnostic program, meaning that it works across any device. PCs, Chromebooks, Macs, and iPads are all compliant.

Welcome to the Baltimore Tutoring Project!

Baltimore City Schools and Amplify have partnered to provide virtual reading tutoring services. Amplify Tutoring aligns with the mission of Amplify in extending the reach of classroom teachers and supporting rigorous and riveting learning experiences for students. The purpose of this high impact tutoring is to support and accelerate student achievement in foundational literacy skills in order to address unfinished learning and achievement gaps. Classroom teachers teach foundational literacy skills in whole group and small group settings; Amplify tutoring is one way to support teachers in meeting the needs of their students by providing additional opportunities for struggling students to work in small groups with a tutor. 

Two students using a laptop in a classroom with "amplify" and "baltimore city public schools" logos displayed.

Welcome, Baltimore Educators!

We’ve created this website with resources that will help ensure the success of your high-impact tutoring program.

Log In to Amplify Tutoring

Logging in with a personal device

  1. If you’re already logged into Clever, go to tutor.amplify.com and click Log In with Clever. You will be taken directly to Amplify Tutoring.
  2. If you’re NOT logged into Clever, go to tutor.amplify.com and click Log In with Clever.
  3. Scan the Clever badge OR enter your school name and your Clever username and password and click Log in
Young girl with headphones using a laptop for online learning, interacting with a school login page.
Screenshot of a login page with options to log in with google, clever, amplify, and a qr code, highlighted by a red arrow pointing at the "log in with amplify" button.

Logging in with a shared device

  1. If you’re using a shared device, go to tutor.amplify.com and click Log In with Amplify.
  2. Enter your Amplify Reading username and password.
  3. Click Log in.

Logging in for the first time

After you log in for the first time, scroll down to complete the welcome tutorial.

Illustration of a computer monitor displaying a page labeled "abc" with a welcoming message, "welcome to the new blackboard!" above it.

Join a Tutoring Session

  1. After you log in, click your class.
  2. Click Blackboard Collaborate and then click Join session.
  3. In the list that displays, click your class name to join the scheduled session. Note: You can only join a session at the time it is scheduled. If the scheduled session isn’t in progress, you will see “Room disabled” under Blackboard Collaborate.
  4. If you’re joining for the first time, click Allow to give your browser permission to use the microphone and camera. Check to make sure each is working.
  5. To stop seeing onscreen instructions: click Later under Start Tutorial, then click X on the next prompt.

You should now be able to see and hear your tutor and the other students in your session.

Screenshot of an online education platform interface labeled "rmeyer tutoring grade 1 - test" with a menu on the left and a large red arrow pointing to "attendence.

Test Session Audio and Video

A minimalistic user interface of an online platform displayed on a laptop screen, showing a welcome message and options for uploading content and checking audio.
  1. To test audio and video, you must first join a session. Audio and video settings can only be tested in a session.
  2. Open the Collaborate panel by clicking the purple icon in the lower-right corner of the page.
  3. Click the My Settings icon in the panel that opens.
  4. Click Set up your camera and microphone.
  5. Test your microphone, and grant permission to your microphone if asked.
  6. Test your camera, and grant permission to your camera if asked.

Your tutor and the other students in your session should now be able to see and hear you.

Clearing cache and cookies

Here are instructions to clearing cache and cookies

Download PDF

Two women, one middle-aged and one younger, working together on a laptop in a library, with two other people in the background.

Webinars

View our latest webinars for more information

Amplify Tutoring – Scheduling Training Session for School POCs

https://youtu.be/H-3PZHVNBRY

Watch now

Amplify Tutoring Identifying Students Training

https://youtu.be/3eKSWtsMgQ4

Watch now

Student-friendly resources

Student log-in instructions

Here is a PDF of student log-in instructions

Download PDF

Two young girls, smiling and looking at a tablet together in a colorful classroom, engaged in an online reading program.

Additional resources

Three colleagues, one holding a laptop and another holding a tablet, discuss work in front of a wall covered in colorful sticky notes.

Amplify family letter

Here is an Amplify family letter for your use.

Download PDF

Student inventory of devices

How to obtain an additional inventory of student devices PDF

Download PDF

Boost Reading classroom of learning children reading program
An adult sits on a couch using a laptop while a child next to them does homework in a notebook.

Family Letter- Pivoting to Remote Learning

Here is an Amplify Family Letter- Pivoting to Remote Learning for your use.

Download PDF

Connect, Reflect, Share!

Una mujer ayuda a dos estudiantes con una computadora portátil en un salón de clases. Un estudiante escribe en un cuaderno mientras el otro mira la pantalla. Los carteles adornan la pared detrás de ellos.

Complete this optional Google form to share highlights from tutoring. We would love to capture and share your a-ha moments, the practices/strategies/resources you have found helpful, and/or celebrations of your students’ growth as readers and your development as a tutor!

Please use the form below to alert us of issues and concerns. We will look at trends, solutions, and reach out to schools if needed.

Contact us for support

Want to learn more?

Visit our main tutoring page for more information

Visit site

Families and caregivers, welcome to Amplify Desmos Math K–5!

Welcome to the Amplify Desmos Math K–5 Caregiver Hub. We hope your student enjoys exploring math, working with friends to solve problems, and learning new and interesting concepts. And we hope you enjoy the math journey with them! Below are some suggestions and resources for how you can support their learning at home.

Learn more about Amplify Desmos Math.

Para la versión en español, haga clic aquí.

Three children are engaging in a math activity with a grid and orange markers. One child holds a "9-3" card. The background includes beach elements and abstract math symbols.

Caregiver Unit Resources

For every unit of the program, we’ve created a Caregiver Resource that provides a summary of key concepts, plus a problem from the lesson practice set you can work through with your student. You’ll find a Caregiver Resource for each unit, in both English and Spanish.

Unit 1: Math in Our World

Unit 2: Numbers 1–10

Unit 3: Flat Shapes All Around Us

Unit 4: Understanding Addition and Subtraction

Unit 5: Make and Break Apart Numbers Within 10

Unit 6: Numbers 0–20

Unit 7: Solid Shapes All Around Us

Unit 1: Adding, Subtracting, and Working With Data

Unit 2: Addition and Subtraction Story Problems

Unit 3: Adding and Subtracting Within 20

Unit 4: Numbers to 99

Unit 5: Adding Within 100

Unit 6: Measuring Lengths of Up to 120 Length Units

Unit 7: Geometry and Time

Unit 1: Working With Data and Solving Comparison Problems

Unit 2: Adding and Subtracting Within 100

Unit 3: Measuring Length

Unit 4: Addition and Subtraction on the Number Line

Unit 5: Numbers to 1,000

Unit 6: Geometry and Time

Unit 7: Adding and Subtracting Within 1,000

Unit 8: Equal Groups

Unit 1: Introducing Multiplication

Unit 2: Area and Multiplication

Unit 3: Wrapping Up Addition and Subtraction Within 1,000

Unit 4: Relating Multiplication to Division

Unit 5: Fractions as Numbers

Unit 6: Measuring Length, Time, Liquid Volume, and Weight

Unit 7: Two-Dimensional Shapes and Perimeter

Unit 1: Factors and Multiples

Unit 2: Fraction Equivalence and Comparison

Unit 3: Extending Operations to Fractions

Unit 4: From Hundredths to Hundred Thousands

Unit 5: Multiplicative Comparison and Measurement

Unit 6: Multiplying and Dividing Multi-Digit Numbers

Unit 7: Angles and Properties of Shapes

Unit 1: Volume

Unit 2: Fractions as Quotients and Fraction Multiplication

Unit 3: Multiplying and Dividing Fractions

Unit 4: Multiplication and Division With Multi-Digit Whole Numbers

Unit 5: Place Value Patterns and Decimal Operations

Unit 6: More Decimal and Fraction Operations

Unit 7: Shapes on the Coordinate Plane

Unit refresh videos

Unit 1

  • Sub-Unit 2 – Answering the Question “Are There Enough?”
  • Sub-Unit 3 – Counting and Cardinality

Unit 2

  • Sub-Unit 1 – Comparing 2 Groups Using the Terms More, Fewer, and Same
  • Sub-Unit 2 – Counting Objects in Different Orders
  • Sub-Unit 3 – Making Groups to Represent Numerals
  • Sub-Unit 4 – Comparing Written Numbers

Unit 3

  • Sub-Unit 1 – Identifying Circles and Triangles in Different Sizes and Orientations
  • Sub-Unit 2 – Using Positional Words to Describe the Location of Shapes

Unit 4

  • Sub-Unit 1 – Adding and Subtracting Within 10
  • Sub-Unit 2 – Representing Addition and Subtraction Story Problems
  • Sub-Unit 3 – Finding the Values of Expressions

Unit 5

Unit 1

  • Sub-Unit 1 – Organizing Data to Count How Many in Each Category
  • Sub-Unit 2 – Counting on to Add and Counting Back to Subtract
  • Sub-Unit 3 – Representing 2 Categories of Data With Addition Equations

Unit 2

  • Sub-Unit 1 – Representing and Solving Add To, Change Unknown Story Problems
  • Sub-Unit 2 – Using Addition or Subtraction to Find an Unknown Part of a Total Amount
  • Sub-Unit 3 – Solving Compare, Difference Unknown Problems
  • Sub-Unit 4 – Making Sense of Story Problems With Different Questions

Unit 3

  • Sub-Unit 1 – Finding a Difference Using the Relationship Between Addition and Subtraction
  • Sub-Unit 2 – Using the Structure of Teen Numbers to Find Missing Addends
  • Sub-Unit 3 – Breaking Apart Addends to Make 10 When Adding
  • Sub-Unit 4 – Subtracting From Teen Numbers in Parts to Get to 10

Unit 4

  • Sub-Unit 1 – Adding a Ten To and Subtracting a Ten From Multiples of 10
  • Sub-Unit 2 – Representing and Writing Two-Digit Numbers
  • Sub-Unit 3 – Comparing Two-Digit Numbers
  • Sub-Unit 4 – Representing the Same Two-Digit Number With Different Amounts of Tens and Ones

Unit 5

  • Sub-Unit 1 – Adding a Number of Tens or Ones to a Two-Digit Number
  • Sub-Unit 2 – Adding a Two-Digit Number and a One-Digit Number When Composing a Ten is Necessary
  • Sub-Unit 3 – Adding a Two-Digit Number and a Two-Digit Number When Composing a Ten is Necessary

Unit 1

  • Sub-Unit 1 – Choosing Strategies to Add Within 20
  • Sub-Unit 2 – Representing Data in a Picture Graph and Bar Graph
  • Sub-Unit 3 – Finding the Difference Between 2 Categories Shown on a Bar Graph

Unit 2

  • Sub-Unit 1 – Strategies to Solve Story Problems Involving Money
  • Sub-Unit 2 – Decomposing a Ten When Subtracting by Place
  • Sub-Unit 3 – Making Sense of Story Problems About Comparing That Use the Word More
  • Sub-Unit 4 – Making Sense of One- and Two-Step Story Problems

Unit 3

  • Sub-Unit 1 – Measuring the Length of an Object in Centimeters Using a Ruler
  • Sub-Unit 2 – Measuring Objects in Inches and Feet
  • Sub-Unit 3 – Representing Measurement Data on a Line Plot

Unit 4

  • Sub-Unit 1 – Locating Numbers on Number Lines
  • Sub-Unit 2 – Representing Addition and Subtraction Strategies on a Number Line

Unit 5

  • Sub-Unit 1 – Composing Hundreds to Represent Three-Digit Numbers
  • Sub-Unit 2 – Comparing Three-Digit Numbers

Unit 1

  • Sub-Unit 1 – Representing Equal-Groups Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing Arrays With Multiplication Equations
  • Sub-Unit 3 – Representing Data Using Scaled Bar Graphs

Unit 2

  • Sub-Unit 1 – Determining the Area of a Rectangle Using Counting and Skip Counting
  • Sub-Unit 2 – Determining the Area of a Rectangle Using Multiplication
  • Sub-Unit 3 – Decomposing to Determine the Area of Rectilinear Figures

Unit 3

  • Sub-Unit 1 – Using the Expanded Form and Partial Sums Algorithms to Add
  • Sub-Unit 2 – Using the Expanded Form Algorithm to Subtract
  • Sub-Unit 3 – Rounding Numbers to the Nearest Hundred and Ten Using Number Lines
  • Sub-Unit 4 – Representing and Solving Two-Step Story Problems Involving Multiplication

Unit 4

  • Sub-Unit 1 – Representing Division Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing an Equal-Groups Problem With a Division and Multiplication Equation
  • Sub-Unit 3 – Using the Distributive Property of Multiplication to Multiply a One-Digit Number by a Teen Number
  • Sub-Unit 4 – Decomposing Dividends to Divide

Unit 5

  • Sub-Unit 1 – Writing Unit and Non-Unit Fractions
  • Sub-Unit 2 – Locating Non-Unit Fractions on the Number Line
  • Sub-Unit 3 – Identifying Equivalent Fractions
  • Sub-Unit 4 – Comparing Fractions With the Same Denominator or Same Numerator

Unit 1

  • Sub-Unit 1 – Using Factor Pairs to Determine All the Possible Side Lengths of a Rectangle With a Given Area
  • Sub-Unit 2 – Finding Multiples and Common Multiples

Unit 2

  • Sub-Unit 1 – Locating Fractions with Different Denominators On the Same Number Line
  • Sub-Unit 2 – Using Multiples or Factors to Determine Equivalent Fractions
  • Sub-Unit 3 – Comparing Fractions Using Equivalent Fractions With Common Denominators

Unit 3

  • Sub-Unit 1 – Adding and Subtracting Fractions with the Same Denominator
  • Sub-Unit 2 – Multiplying Whole Numbers and Fractions
  • Sub-Unit 3 – Adding Fractions with Denominators of 10 and 100

Unit 4

  • Sub-Unit 1 – Writing Fractions With Denominators of 10 and 100 as Decimals
  • Sub-Unit 2 – Relationships Between Place Values in Multi-Digit Whole Numbers
  • Sub-Unit 3 – Comparing Multi-Digit Numbers
  • Sub-Unit 4 – Using the Standard Algorithm to Subtract When Decomposing is Required

Unit 5

  • Sub-Unit 1 – Representing Multiplicative Comparison Situations
  • Sub-Unit 2 – Converting Measurements in the Metric System
  • Sub-Unit 3 – Comparing Measurements

Unit 1

  • Sub-Unit 1 – Using the Layered Structure of a Rectangular Prism to Determine the Volume
  • Sub-Unit 2 – Determining the Volume of a Rectangular Prism
  • Sub-Unit 3 – Determining the Volume of Figures Composed of Rectangular Prisms

Unit 2

  • Sub-Unit 1 – Representing Equal-Sharing Story Problems with Fractional Quotients
  • Sub-Unit 2 – Representing Fractions with Equivalent Multiplication and Division Expressions
  • Sub-Unit 3 – Determining the Area of a Rectangle With a Fractional Side Length

Unit 3

  • Sub-Unit 1 – Representing Multiplication of 2 Unit Fractions with Diagrams
  • Sub-Unit 2 – Dividing Whole Numbers by Unit Fractions

Unit 4

  • Sub-Unit 1 – Multiplying Multi-digit Whole Numbers Using the Partial Products and Standard Algorithms
  • Sub-Unit 2 – Dividing Multi-Digit Whole Numbers Using Partial Quotients
  • Sub-Unit 3 – Representing Multi-Step Story Problems with Equations

Unit 5

  • Sub-Unit 1 – Comparing Decimals
  • Sub-Unit 2 – Using the Standard Algorithms to Add and Subtract Decimals
  • Sub-Unit 3 – Multiplying a Whole Number and a Decimal Using the Distributive Property
  • Sub-Unit 4 – Dividing Whole Numbers by Decimals Less Than 1

Access Amplify Desmos Math at home.

In addition to a print Student Edition workbook, your student will have digital access to all learning, practice, and assessment materials through the Amplify platform. The digital curriculum can be accessed in school and at home by following these instructions:

  • Click the Amplify Desmos Math button.
  • Select Log in with Amplify.
  • Enter your student’s username and password provided by your student’s teacher.
  • Select the desired grade level.

Once logged in, caregivers can view student work by opening previous assignments.

Learn how to navigate the student home page.

Materials overview

Amplify Desmos Math supports blended learning with supporting print materials and a unique digital experience. All K–5 lessons are available in a write-in Student Edition book. Many of the lessons include hands-on activities with manipulatives, tools that help students understand abstract concepts by making them tangible. Your student will also work with digital devices for an age-appropriate number of lessons.

When students use devices, teachers can monitor their work in real time, making sure they get the exact support that they need at every part of the lesson, in and outside of class.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Components of a lesson

Students in an Amplify Desmos Math classroom can be seen (and heard!) asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

A typical Amplify Desmos Math lesson includes:

  • Warm-up: A short, attention-getting problem to pique students’ interest in the lesson.
  • Activities: One to two mini-activities that challenge students’ problem-solving skills.
  • Synthesis: Discussion to review and bring together the important concepts from the lesson.
  • Show What You Know and Reflection: Questions for students to show what they know from the lesson. (Note: The Show What You Know lesson assessment is optional for kindergarten and grade 1.)
  • Centers: Student-led activity stations that reinforce the math learned during lesson activities through interactive and often game-like formats. In kindergarten and grade 1, time for Centers is built into the last 15 minutes of every lesson.

To support, strengthen, and stretch students’ learning after the lesson, Amplify Desmos Math offers options for:

  • Differentiation: Mini-Lessons, Centers, Extensions, Boost Personalized Learning, and Fluency Practice.
  • Practice: Additional problems your student’s teacher may assign for classwork or homework.

Support math learning at home.

You can support your student’s math learning outside of school in many ways:

Your student’s teacher may assign practice problems at the end of each lesson for classwork or homework. If your student has already completed the practice problems for the lesson, ask them to walk you through how they solved each problem, or talk about any parts that were challenging for them. Ask your student follow-up questions to encourage the use of math language as they explain their thinking, such as, “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students are stuck, ask support questions, such as, “What information do you know here?” or “How could you represent this problem?”

Your student’s teacher may introduce a Center game with students in the lesson or beyond the lesson. These games are aligned to the math of the unit and can be played with students outside of class. Your student’s teacher may introduce a Center game to students during or after completing a lesson, or you may need to teach the game before you play by using easy-to-follow instructions. Sign up for a free account to explore Centers and additional K–5 content in our Featured Collections.

Each unit in Amplify Desmos Math begins with a read-aloud story to engage students and provide context for the math of the unit. Elements and characters from the Unit Story then appear in lessons throughout the unit.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Relate math to daily activities at home, whether grocery shopping, preparing a meal, or planning for a trip to the store. Your student can help you figure out how many more apples there are than oranges in the grocery cart, show how to split a sandwich into fourths, or figure out how much change you’ll receive in exchange for a $10 bill. Encourage your student to point out ways that you use math in your daily tasks.

Remind your student that getting stuck is part of the process and a necessary—beneficial, even!—part of learning. Many students (and adults) fear making mistakes. But research shows that making mistakes helps our brains grow. When your student gets stuck on a problem, encourage them to keep trying different strategies, even if they’re not sure if they are right.

Get more information.

Have a question about Amplify Desmos Math? Visit our help library to search for articles with answers to your program questions. For additional support, please contact your student’s teacher.

Boost Reading pilot for mCLASS® and Acadience™ Reading schools

Hooray! We’re thrilled you’re considering giving Boost Reading a try! This site contains all the resources you’ll need to learn more about the program and get started with your pilot. We’re confident you’re going to love how Boost Reading puts your mCLASS and Acadience Reading data to work.

Colorful cartoon animals and objects surround a circular portal with a purple glowing ring, featuring silhouetted figures in its center.

Resources to support your pilot

What is Boost Reading?

Boost Reading is a digital reading program that complements ELA programs with adaptive and targeted practice in foundational reading skills. While it can be used on its own, Boost Reading also integrates with mCLASS and Acadience Reading, which means that you get extra benefits like automatic rostering and placement in the program based on a student’s mCLASS composite score. From that point forward, the program takes every student on a personalized journey that addresses gaps and bolsters foundational skills at a pace that supports their individual development.

A laptop and tablet displaying mClass with Boost Reading software, featuring fun, colorful graphics of a school and nature scene on the laptop, and a user interface for progress tracking on the tablet.
Digital progress report showing reading skills for Taylor in Grade 2. Trouble spots highlighted for decoding VC and CVC words. Progress bars and teacher options visible.

How do I get started with Boost Reading?

Good news! Boost Reading has already been enabled within your mCLASS and Acadience Reading accounts. To get started with the program, you’ve got only two steps left: adjusting your student login settings and setting up your student devices. The resource below will walk you through how to do both.

Note: Boost Reading works on most classroom devices, including Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

What else can you tell me about Boost Reading?

As students engage in skill practice, their paths through the game world adapt to meet their unique learning needs. Boost Reading includes more than 40 standards-aligned games that build language, foundational skills, and comprehension skills, while also developing:

  • Phonological awareness
  • Phonics
  • Vocabulary
  • Text analysis
  • Comprehension
  • Microcomprehension (i.e., the smaller aspects of comprehension that make up the reader’s mental model of a text)

Some additional resources that you might find helpful:

Laptop displaying a screen with various colorful educational app icons arranged in a grid on a green chalkboard background.

For questions, please contact your Amplify representative

Robert “Bob” McCarty
Senior Account Executive
Email: rmccarty@amplify.com
Phone: (435) 655-1731

Boost Reading pilot for mCLASS®schools

Hooray! We’re thrilled you’re considering giving Boost Reading a try! This site contains all the resources you’ll need to learn more about the program and get started with your pilot. We’re confident you’re going to love how Boost Reading puts your mCLASS data to work.

Colorful cartoon animals and objects surround a circular portal with a purple glowing ring, featuring silhouetted figures in its center.

Resources to support your pilot

What is Boost Reading?

Boost Reading is a digital reading program that complements ELA programs with adaptive and targeted practice in foundational reading skills. While it can be used on its own, Boost Reading also integrates with mCLASS, which means that you get extra benefits like automatic rostering and placement in the program based on a student’s mCLASS composite score. From that point forward, the program takes every student on a personalized journey that addresses gaps and bolsters foundational skills at a pace that supports their individual development.

A laptop and tablet displaying mClass with Boost Reading software, featuring fun, colorful graphics of a school and nature scene on the laptop, and a user interface for progress tracking on the tablet.
Digital progress report showing reading skills for Taylor in Grade 2. Trouble spots highlighted for decoding VC and CVC words. Progress bars and teacher options visible.

How do I get started with Boost Reading?

Good news! Boost Reading has already been enabled within your mCLASS accounts. To get started with the program, you’ve got only two steps left: adjusting your student login settings and setting up your student devices. The resource below will walk you through how to do both.

Note: Boost Reading works on most classroom devices, including Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

What else can you tell me about Boost Reading?

As students engage in skill practice, their paths through the game world adapt to meet their unique learning needs. Boost Reading includes more than 40 standards-aligned games that build language, foundational skills, and comprehension skills, while also developing:

  • Phonological awareness
  • Phonics
  • Vocabulary
  • Text analysis
  • Comprehension
  • Microcomprehension (i.e., the smaller aspects of comprehension that make up the reader’s mental model of a text)

Some additional resources that you might find helpful:

Una pantalla de computadora portátil que muestra una cuadrícula de íconos de juegos educativos, incluidos títulos como "Word Slide", "Field Observer", "Grumpy Goblins" y "Curioso Crossing".

For questions, please contact your Amplify representatives:

Dianne Lee
California Sales Director
dilee@amplify.com
(949) 246-2083

Christina Lugo
Pilot Coordinator – Statewide
clugo@amplify.com
(949) 838-7600

JoAnna Chocooj
Pilot Coordinator – Northern California
jchocooj@amplify.com
(707) 290-1728

Brooke Johnson
Pilot Coordinator – Southern California
bjohnson@amplify.com
(858) 349-2134

Boost Reading pilot for mCLASS® schools

Hooray! We’re thrilled you’re considering giving Boost Reading a try! This site contains all the resources you’ll need to learn more about the program and get started with your pilot. We’re confident you’re going to love how Boost Reading puts your mCLASS data to work.

Colorful cartoon animals and objects surround a circular portal with a purple glowing ring, featuring silhouetted figures in its center.

Resources to support your pilot

What is Boost Reading?

Boost Reading is a digital reading program that complements ELA programs with adaptive and targeted practice in foundational reading skills. While it can be used on its own,Boost Reading also integrates with mCLASS, which means that you get extra benefits like automatic rostering and placement in the program based on a student’s mCLASS composite score. From that point forward, the program takes every student on a personalized journey that addresses gaps and bolsters foundational skills at a pace that supports their individual development.

A laptop and tablet displaying mClass with Boost Reading software, featuring fun, colorful graphics of a school and nature scene on the laptop, and a user interface for progress tracking on the tablet.
Digital progress report showing reading skills for Taylor in Grade 2. Trouble spots highlighted for decoding VC and CVC words. Progress bars and teacher options visible.

How do I get started with Boost Reading?

Good news! Boost Reading has already been enabled within your mCLASS account. To get started with the program, you’ve got only two steps left: adjusting your student login settings and setting up your student devices. The resource below will walk you through how to do both.

Note: Boost Reading works on most classroom devices, including Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

What else can you tell me about Boost Reading?

As students engage in skill practice, their paths through the game world adapt to meet their unique learning needs. Boost Reading includes more than 40 standards-aligned games that build language, foundational skills, and comprehension skills, while also developing:

  • Phonological awareness
  • Phonics
  • Vocabulary
  • Text analysis
  • Comprehension
  • Microcomprehension (i.e., the smaller aspects of comprehension that make up the reader’s mental model of a text)

Some additional resources that you might find helpful:

Laptop displaying a screen with various colorful educational app icons arranged in a grid on a green chalkboard background.

For questions, please contact your Amplify representatives

Monty Lammers
Senior Account Executive
Email: mlammers@amplify.com
Phone: (719) 964-4501

Boost Reading for mCLASS® partners

We’re thrilled you’re considering giving Boost Reading a try! This site contains all the resources you’ll need to learn more about the program and to get started using it to support remote learning or classroom instruction. We’re confident you’re going to love how Boost Reading puts your mCLASS data to work.

Colorful cartoon animals and objects surround a circular portal with a purple glowing ring, featuring silhouetted figures in its center.

Resources to support your use of the program

What is Boost Reading?

Boost Reading is a digital reading program that complements ELA programs with adaptive and targeted practice in foundational reading skills. While it can be used on its own, Boost Reading also integrates with mCLASS, which means that you get extra benefits like automatic rostering and placement in the program based on a student’s mCLASS composite score. From that point forward, the program takes every student on a personalized journey that addresses gaps and bolsters foundational skills at a pace that supports their individual development.

A laptop and tablet displaying mClass with Boost Reading software, featuring fun, colorful graphics of a school and nature scene on the laptop, and a user interface for progress tracking on the tablet.
Digital progress report showing reading skills for Taylor in Grade 2. Trouble spots highlighted for decoding VC and CVC words. Progress bars and teacher options visible.

How do I get started with Boost Reading?

Good news! Boost Reading has already been enabled within your mCLASS account. To get started with the program, you’ve got only two steps left: adjusting your student login settings and setting up your student devices. The resource below will walk you through how to do both.

After students start playing, you can check on their progress via your teacher dashboard.

How do I get families started with Boost Reading?

We will be releasing more resources to support at-home usage of Boost Reading, as well as communication between educators, students and parents/guardians. To start, you can direct parents to the following video and letters for an overview of the program and how to get started.

When and how to use Boost Reading
We recommend students use the program independently for 30-45 minutes a week. This implementation model has led to student growth, especially for dual language learners.

Students will need access to one of the following devices: Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

Una pantalla de computadora portátil que muestra una cuadrícula de íconos de juegos educativos, incluidos títulos como "Word Slide", "Field Observer", "Grumpy Goblins" y "Curioso Crossing".

What else can you tell me about Boost Reading?

Review the resources below to dive deeper into what makes Boost Reading such a unique and powerful companion to mCLASS.

Join our Facebook group Science of Reading: The Community to discuss the latest in reading research and instructional practices.

Where to get support

Intercom chat

Our Intercom feature gives you the ability to chat with 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 7 a.m. to 10 p.m. EDT, Monday through Friday.

Interface of an educational website on animal and plant defenses, featuring chapter tiles with illustrations, and a chat support window labeled 'Hi Teacher' offering new conversation options.

Email

Our customer support, technical support, and pedagogical support teams can be reached by email at help@amplify.com from 7 a.m. to 10 p.m. EDT, Monday through Friday.

A brightly lit open office space with people working at desks, using computers. Plants are placed around the room, and a large screen is visible on the wall.

Getting Started

One Amplify app for everything.

Educators can log into Schoology, using their LAUSD Single Sign-On (SSO), to access the Amplify app. One click into the Amplify app takes you to the Educator Home page and into the mCLASS Portal.

White letter "a" with a modern design on an orange background.

Attention iOS device users:

You must sync your device before upgrading your iOS version. If you update your iOS version before syncing, all unsynced mCLASS data will be lost since any Apple-related software updates clear Safari’s cache memory. If your device prompts you to upgrade your iOS version, tap cancel or close to decline and then sync your assessments. We encourage you to follow best practices and sync your assessment data regularly. Establishing a regular sync routine helps ensure that your assessment data isn’t lost due to device changes, software updates, or any unforeseen issues.

  • DIBELS 8 Help Guide
  • mCLASS Classes and Groups Help – Refer to our mCLASS Help system for instructions on using Amplify’s enrollment tools for administrators and other staff with school-wide or system access. If you need to help teachers administer mCLASS or assist substitute teachers with assessing a class, you can add yourself to a class. You can also create student groups to organize students within classes or to share students across classes with other staff.

mCLASS Instruction

How mCLASS® Instruction works

All schools in LAUSD have access to mCLASS® Instruction, which can help you use your benchmark data to individualize instruction for each student. You can access the following tools at Amplify Home > My Assessments > DIBELS 8th Edition (in the upper-left corner you will see an Instruction button). View our Instruction webcast for overviews of the tools.

  • mCLASS® Item-Level Advisor automatically highlights important patterns, offering detailed analysis and suggesting next steps for targeted instruction.
  • mCLASS® Small-Group Advisor uses results to create optimal groups of students with similar needs and selects targeted instructional activities at the appropriate level.
  • mCLASS® Home Connect® allows you to easily provide parents with progress reports and specific activities to help bolster students’ learning at home.

Student Online Assessments

How to enable the mCLASS Student Online Assessments Video

Online Assessments:

  • MAZE Online (required for DIBELS 8 composite)
  • Text Reading Online (TRO) is a new computer-administered assessment for grades 1-6 that measures oral reading fluency, accuracy, and comprehension to evaluate students’ reading proficiency against grade level expectations. TRO employs innovative voice recognition technology that automatically and immediately scores the recording of students reading as they progress through the assessment. REMINDER: Students must read out loud while reading.
  • Decoding Online (DO) is a new computed-administered assessment for grades 1-6 that measures students’ skill in reading grade-level words in isolation. The results help educators plan decoding instruction by providing information about the specific word types where students may need more practice at a given point in time. Click HERE to view online help for DO.
  • Spelling Online (available in Spanish)- In the Spelling assessment, students hear a target word and use letter tiles to spell the word. These words include the phoneme-grapheme correspondences that students at each grade level are expected to learn over the course of a year based upon the scopes and sequences of published reading and spelling curricula. The final score is the number of words spelled correctly, with partial credit provided for correct spelling sequences within a word. This makes the Spelling measure more sensitive to students’ actual spelling skills, giving more information about their progress.
  • Vocabulary Online (available in Spanish)- In the Vocabulary assessment, students demonstrate their knowledge of grade-specific words, as well as their skill at deriving meaning from context. The assessment covers words that are high utility (i.e. Tier 2) and content specific (i.e. Tier 3). Depending on grade level, students may be asked to answer questions about the word, to fill in a blank correctly with the word, or to match the word with its definition.

Progress Monitoring

DIBELS 8 Progress Monitoring

  • Progress monitoring materials are included in the DIBELS 8 benchmark booklets.

TRC Progress Monitoring

  • Teachers should add the titles they will use to their Book List on mCLASS (located at the top right by the Support button). If the publisher of the books you use for TRC progress monitoring made digital copies of materials available, you will be sharing the digital book as you assess your student remotely.
  • Reading/Learning A-Z books are on mCLASS (2300+ titles). LAUSD purchased for all schools. Teachers will need to add them to their Book List on mCLASS.

Reading 3D

Text Reading Comprehension (TRC)

How TRC (Text Reading & Comprehension) works

After completing the mCLASS foundational skills assessment, teachers record observations with a running record to quickly analyze reading comprehension. They assign reading levels and monitor progress to support mastery of increasingly complex texts.

  • Quickly log observations and easily identify error patterns for any level.
  • Compare student progress with predictive, research-based benchmark goals.
  • Translate assessment data into instructional support.
  • Track progress and target instruction to individual student needs.

Additional Links:

A closer look at grades 6–8 (domain)

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, leading to ongoing engagement and building complexity.

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 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A rover sits on a rocky, reddish hill under a hazy sky, leaving visible tire tracks across the barren landscape.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric marine reptiles with long snouts are near a rocky shoreline, one on land and one in the water, with an island and clouds in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

A geometric badge with a mountain, telescope, and audio wave icons on a purple background with polygonal shapes.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a volcano by the sea with smoke, trees, mountains, and a cross-section showing a fault line beneath the ground.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Illustration of a city skyline at night with buildings, a bridge, and a large full moon in a starry sky.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Abstract digital painting of a landscape with green hills, a red-orange horizon, and a large yellow sun surrounded by blue and orange swirling shapes on the right.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Illustration of a town with houses and fields under a sky with large clouds and swirling wind patterns, set against a backdrop of hills and mountains.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

A polar bear stands on a small ice floe surrounded by water and floating ice under a red sun in an Arctic landscape.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Hexagonal badge with icons including a wrench, building, sun, screwdriver, paint can, and molecules on a purple geometric background.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Colorful abstract digital artwork featuring a yellow figure holding a device, with blue and red shapes and textured patterns in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

An abstract illustration of a person having their mouth and throat examined with a tongue depressor, surrounded by colorful shapes, with an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Geometric orange background with a hexagon icon displaying symbols for statistics, farming, healthcare, safety vest, chemistry, and agriculture.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Six spiders with different colors and stripe patterns are arranged in a grid pattern on a dark background, showing variations in leg and body color.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

An underwater scene shows a whale surrounded by jellyfish, sea turtles, and fish, with sunlight filtering through the water.
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

A low-poly landscape with trees, mushrooms, a rabbit sitting, and a fox bending down near another rabbit under a sunny sky with mountains in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Three green dinosaurs and one yellow dinosaur stand in a row on grass, each with purple spikes and a red spot on their backs. The sky is blue with light clouds.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Red-toned graphic with hexagonal badge featuring a world map, a mosquito, a DNA strand, charts, cubes, and circular icons. Geometric background pattern.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises are near a river; one is by the water and the other is standing on land and stretching its neck toward a leafy tree.

Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people climb over rocky terrain strewn with electronic waste, with illustrated insets showing a hiking boot, a solar-powered device, and a person adjusting a belt-like gadget.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

A spacecraft approaches a modular space station with large solar panels, set against a backdrop of outer space.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Green geometric background with a hexagonal badge showing a parachute, a box, a ruler, a bandage, and stacked layers.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster car full of people with raised arms, speeding down a loop against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red coat and hat with arms crossed, eyes closed, surrounded by large orange and brown circles, possibly representing snow or lights.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

An orange popsicle gradually melts, shown in four stages from solid to completely melted, with wooden sticks visible, against a purple background.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

A green background with a picture of a person and a sandwich.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Digital illustration showing red and blue molecules on a blue background transitioning to a lighter background, representing molecular diffusion across a boundary.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Illustration of Earth with yellow arrows and colored waves approaching from the left, representing incoming solar or cosmic radiation.
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

We are middle school.

Amplify ELA was designed to respond to the distinct opportunities and challenges faced by middle school students and teachers. It was conceived to support middle school students at this critical developmental moment.

The program helps teachers ensure that skills are taught, standards are covered, and the test is prepped—and it does this work in the background so that teachers can spend their time bringing text to life and providing each student the right instruction at the right time. Request a sample to take a closer look.

Illustrated scene with people in various poses, including a person holding a mask and a child looking up at butterflies. Background includes abstract shapes and an outdoor setting.

Overview

A teacher stands in front of a classroom while students, seated at desks with laptops, raise their hands eagerly.

Amplify ELA is a blended curriculum designed for middle school students and teachers. It provides:

  • An engaging digital program with comprehensive print materials, including Teacher Editions, Student Editions, and Writing Journals for grades 6–8.
  • A year’s worth of instruction for each grade.
  • Complex, content-rich literary and informational texts.
  • Differentiation that supports all students with reading complex texts, and an interactive eReader with an array of multimedia tools.
  • Embedded assessments that allow for uninterrupted instructional time.
  • The Amplify Library—a digital collection of more than 650 full-length texts.

Why Amplify?

We designed every Amplify ELA lesson to help teachers teach the essential skills of reading, writing, speaking, and listening, in a classroom where students thrive academically, socially, and emotionally.

We use six proven pedagogical approaches to help teachers build a literate community in every middle school classroom:

Middle school collaboration

1. Critical and collaborative engagement

With Amplify ELA, students engage with learning because they engage with each other. Amplify ELA fosters a classroom community that thrives on a wide range of student observations. The lessons immerse students in interactive close reading activities and cognitively challenging work, and keep them engaged through a variety of collaborative activities.

2. Integrated approach to target all standards

Every lesson requires students to work across multiple learning objectives—reading, writing, speaking, and listening—while focusing on one primary standard. Result: students work with complex texts that demand working across standards, while receiving instruction focused on building a specific skill.

Middle school standards
Middle school texts

3. Text at the center

Amplify puts complex text at the center of every lesson and activity to develop the critical capacities and build the vocabulary, knowledge, and skills students need to succeed in middle school, high school, and beyond. Great texts spark curiosity, reveal layered meanings, reflect a diversity of perspectives and identities, and cultivate meaningful conversation and reflection.

4. Multimodal and strategic technology

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.

Middle school engagement
Middle school differentiation

5. High expectations and strong supports

Strong supports built in at all levels give every student a chance to meet the highest possible expectations. Struggling readers, students ready for advanced work, English language learners: all can take on the challenge of rigorous work while data delivery and digital tools allow teachers to ensure progress.

6. Timely feedback and actionable data

Formative assessment measures and targeted feedback tools are embedded in every lesson. Result: teachers can make timely decisions about instructional strategy and provide the guidance students need to thrive as readers and writers.

Middle school assessments

What teachers say

What teachers are saying about Amplify ELA

“It was engaging for students, fun and easy to teach, and led to deeper discussions and written responses than I have seen in a long time! The embedded differentiation helped ensure students had just the right amount of challenge/supports. I wish I had this earlier in my teacher career!”

Ashley

Teacher

What teachers are saying about Amplify ELA

“Amplify has put it all together in one place so we can hook our kids with engaging material, then track how well they’re performing.

Brent

Principal

What teachers are saying about Amplify ELA

“Amplify uses technology to enhance best practices, not instead of best practices. It is multimodal and encourages movement, readers theater, writing, drawing, etc… It isn’t just a series of copied pdfs and worksheets made digital.”

Karen

Teacher

Blended model

Amplify ELA’s new blended curriculum can be used in classrooms with limited access to devices, allowing teachers to make choices about when their students use devices without compromising learning or full standards coverage.
Amplify ELA’s blended approach keeps a strong connection between print and digital by having the teacher project uniquely digital moments as students work in their print Student Editions and Writing Journals. This approach works when Wi-Fi or devices are unavailable for both brief or extended periods of time.

Amplify ELA Teacher Components
Amplify ELA Student Components

Try Amplify ELA

Ready to take a closer look at Amplify ELA? No problem. Just complete the form to get immediate access to:

  • Digital: trial that includes two units per grade level
  • Print: preview of Teacher Edition
Amplify ELA trial

What’s included in our Grades 3–5 language arts curriculum

Grounded in the science of reading, Amplify CKLA for grades 3–5 integrates foundational skills students have learned in grades K–2 while continuing to build rich content knowledge. With Amplify CKLA, you’ll have the instruction and guidance of proven, evidence-based practices to help all of your students become strong readers, writers, and thinkers.

Year at a glance

The Amplify CKLA curriculum is modeled after proven research in early literacy that supports a two-strand approach to literacy instruction in the early years. With this approach, students in Grades K–2 complete one full lesson per day that builds foundational reading skills in the Skills Strand, as well as one full lesson that builds background knowledge in the Knowledge Strand. The deep content knowledge is sequenced together with research-based foundational skills in Grades K–2 so that students develop the early literacy skills necessary to help them become confident readers, as well as build the context to understand what they’re reading. 

In Grades 3–5, lessons combine skills and knowledge with increasingly complex texts, close reading, and a greater emphasis on writing. Students start to use their skills to go on their own independent reading adventures, further opening up their worlds.

Diagram illustrating how language comprehension and word recognition components integrate to lead to skilled reading, as described in the Simple View of Reading model, aligned with the 3-5 CKLA curriculum and Amplify CKLA digital experience.

Units at a glance

Students move fluidly between reading, writing, speaking and listening, and language activities, with increasingly complex texts, close reading, and a greater writing emphasis.

Classic Tales: The Wind in the Willows

Students explore international classic tales, including The Wind in the WillowsAlice in Wonderland, and “Aladdin and the Wonderful Lamp.”

Number of Lessons: 15

Animal Classification

Students learn how scientists use animals’ characteristics to classify and study them; students apply knowledge through text-based discussions and writing exercises.

Number of Lessons: 15

The Human Body: Systems and Senses

This unit involves the study of the human body, building students’ understanding of its senses and skeletal, muscular, and nervous systems.

Number of Lessons: 14

The Ancient Roman Civilization

Students dive into ancient Rome, studying its history, culture, and myths about Roman gods and goddesses.

Number of Lessons: 15

Light and Sound

Students learn the science behind light and sound, read biographies of Alexander Graham Bell and Thomas Edison, and write newspaper articles.

Number of Lessons: 17

The Viking Age (with Core Quest)

This unit’s informational and literary texts convey information about the Vikings, their culture, and their exploration.

Number of Lessons: 11

Astronomy: Our Solar System and Beyond

Students learn about astronomy, the universe, and important figures in the history of space exploration, including Nicolaus Copernicus and Mae Jemison.

Number of Lessons: 20

Native Americans: Regions and Cultures

Students compare, contrast, assemble information, and reflect on what they have learned about Native Americans and their ways of life.

Number of Lessons: 13

Early Explorations of North America

Students explore reasons for European exploration, what exploration was like, and who went exploring; then students write opinion pieces using this information.

Number of Lessons: 14

Colonial America

Students learn about colonies in early America, including how colonies were started and the progress colonists made after settling.

Number of Lessons: 16

Ecology

Students learn about different aspects of ecology, including food chains, the balance of nature, changes to the environment, and protecting the environment.

Number of Lessons: 12

Personal Narratives

This unit examines the genre of personal narratives, including nonfiction works written by a first-person narrator involved in the events being described.

Number of Lessons: 15

Empires in the Middle Ages

This unit covers the history of various empires and geographical regions throughout the Middle Ages.

Number of Lessons: 25

Poetry

Students explore poetry, training in methods and devices poets use and learning to read, write, and interpret formal and free verse poems.

Number of Lessons: 15

Eureka! Student Inventor

This Core Quest, a narrative-driven unit, immerses students in close-reading adventures and scientific and historical content about inventions. Students write and read opinion, informational, and narrative texts.

Number of Lessons: 10

Geology

This unit focuses on the composition of Earth and the forces that change its surface.

Number of Lessons: 15

Contemporary Fiction with excerpts from The House on Mango Street

This unit explores narrative literature and writing, using excerpts from The House on Mango Street as its anchor text.

Number of Lessons: 13

American Revolution

Students learn that disagreements about principles of government led colonists in North America to seek independence from Great Britain.

Number of Lessons: 17

Treasure Island

Students focus on character development, setting, plot, and literary devices while reading an abridged version of a classic novel, Treasure Island.

Number of Lessons: 19

Writing Quest (supplemental): The Contraption

In this supplemental Quest, students interact with a mysterious machine fueled by their writing and solve the machine’s puzzles. This Quest features a digital environment controlled by the teacher.

Personal Narratives

This unit examines the genre of personal narratives, including nonfiction works written by a first-person narrator involved in the events being described.

Number of Lessons: 15

Early American Civilizations

Students study the geography, climate, flora, and fauna of the Americas and the rise and fall of the Maya, Aztec, and Inca civilizations.

Number of Lessons: 15

Poetry

Students explore poetry, training in methods and devices poets use and learning to read, write, and interpret formal and free verse poems.

Number of Lessons: 13

Adventures of Don Quixote

In this unit students trace the development of plot, characters, and literary elements while reading a full-length, adapted version of Don Quixote.

Number of Lessons: 15

The Renaissance

This unit provides students with a broad exposure to the art and literature of the Renaissance through the works of renowned masters.

Number of Lessons: 19

The Reformation

This unit teaches students about the Reformation, a movement involving religious and political upheaval that shifted the political power in Europe.

Number of Lessons: 10

A Midsummer Night’s Dream (Core Quest)

This unit is an immersive Quest that treats Shakespeare’s comedy as both literature and a living text for interpretation and performance.

Number of Lessons: 15

Native Americans

Students learn how settlers, explorers, and the American government in the 1800s affected Native American cultures and their relationship with the land.

Number of Lessons: 15

Chemical Matter

Students learn about chemistry and close-reading through a literary and informational work, The Badlands Sleuth, in which the protagonist uses chemistry to solve mysteries.

Number of Lessons: 15

Writing Quest (supplemental): The Robot

Students interact with a classroom pet that learns and grows with their writing. This Quest features a digital environment controlled by the teacher.

Program 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 Guides

Teacher Guides for each unit provide engaging lessons with standards-based objectives and formative assessments that empower teachers with proven strategies and research-based tools.

Print or digital

Differentiation resources

The online Assessment and Remediation Guide (Grade 3) and the Decoding and Encoding Supplement (Grades 4–5) provide thousands of pages of targeted activities in decoding, spelling, and other core literacy skills. Supplemental Guides provide opportunities for enrichment.

Digital

Writing Studio

A riveting connected writing program for more time, practice, and challenge in writing, with a focus on informative, narrative, and opinion modes of writing.

Print or digital

Digital experience

The Amplify CKLA digital experience delivers ready-made, customizable, slides-based lesson presentations to enhance instruction and save time. Everything needed to plan and present high-quality, engaging early literacy instruction is in one convenient place.

Digital

Component

FORMAT

Student Readers

Amplify CKLA’s Student Readers anchor each of the content-based units, providing a close-reading experience fueled by rich background knowledge that inspires students to dig deeper.

Print

Activity Books

In addition to providing daily opportunities for students to respond to text and apply skills and knowledge, Activity Books feature formative assessments for each day’s objectives.

Print

Digital experience

The Amplify CKLA digital experience delivers ready-made, customizable, slides-based lesson presentations to enhance instruction and save time. Everything needed to plan and present high-quality, engaging early literacy instruction is in one convenient place.

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
mCLASS:Acadience Reading tutorials
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

  • One computer for video conferencing and sharing student materials.
  • One touchscreen device for scoring in mCLASS.
Modified set up
  • One computer.

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
  • Before the assessment begins, press the recording button on your video conferencing tool.
  • After the virtual meeting, listen to recording and rescore in mCLASS if needed.
  • Pick a decision rule for how to score ambiguous items and be consistent. For example, if you decide that you will give a student the benefit of the doubt and mark ambiguous similar sounding items correct when you can’t quite hear their answer, do this for all students you assess.
Use a phone
  • Before the assessment begins, call caregiver’s phone using your phone (type *67 before your number if you want your number to be hidden).
  • Ask the caregiver to press the speaker button. 
  • Mute yourself and your student on the virtual learning platform.

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)
    • To provide student credentials and instructions to English-speaking caregivers, consider sending this email and video. To provide student credentials and instructions to Spanish-speaking caregivers, consider sending this email and video.
  • 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:

  • Click “Remote Control” and select your student’s name in the dropdown.
  • Ask your student to use their cursor to point to words 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.

Student materials

  Benchmark Progress monitoring
Acadience Reading (formerly known as DIBELS Next) Available for free download on the Acadience Learning website

Welcome, New York City reviewers

On this site, you will find the following information to assist you as you review Amplify Science: a guided tour to help you navigate both our K–5 and 6–8 programs, an overview video of our 6–8 program, a Getting Started guide, a program guide, unit maps and correlations to New York State standards for each of the units Amplify is submitting to the New York City Department of Education for review.

Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

Getting started

Welcome to Amplify Science, a breakthrough curriculum designed from the ground up for new science standards and three-dimensional learning. Amplify is pleased to submit our next-generation K–8 science curriculum for review as a core instructional resource to the New York City Department of Education. We recommend watching the below video and walking through the Guided Tour for the level you are reviewing to get started.

Watch the video

View the guided tour

Learn how to navigate our online curriculum by clicking through the guided tour for the level(s) you’re reviewing:

Elementary school program
Middle school program

Units for review

Amplify Science has kindergarten through eighth grade units available for review.

Please note: for the K–5 units, the teacher accesses the digital curriculum for daily instruction (or a printed version of the teacher guide), while students use a variety of print and hands-on materials. When lessons call for students to access simulations and other digital tools (about once a week in grades 2–5), they will share devices and be logged-in via teacher credentials.

For the 6–8 program, both teachers and students access the digital curriculum, with students requiring devices for about 50 percent of lessons (either on shared devices or 1:1). Printed teacher guides and student notebooks are also available as downloadable PDFs in the program, or printed and bound from Amplify.

To access the digital curriculum, simply click on the link below to access the unit(s) you will be reviewing and related materials. View Technology Requirements.

Oregon ELA State Review for 6–8

To view this protected page, enter the password below:



Welcome, Amplify ELA families!

We’re excited to welcome you and your student to the Amplify ELA program for the new school year, and to provide you with exceptional learning opportunities through ELA. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

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What is Amplify ELA?

Amplify ELA helps students in grades 6–8 read and understand complex texts that encourage them to grapple with interesting ideas and find relevance for themselves. Amplify ELA is a blended program that includes both digital and print materials, but can also be used as a print-only version. Students using Amplify ELA read text passages closely, interpret what they find, discuss their thinking with peers, and develop their ideas in writing. The lesson structure is easy to follow, but flexible enough to allow for a variety of learning experiences and varied enough to keep students engaged. 

Features include:

  • Functionality that allows individual students to work at their own level while also being challenged appropriately.
  • Built-in tools that allow teachers to track and respond to student work.
  • The digital Amplify Library, which contains more than 700 downloadable, full-length fiction and nonfiction books.
  • The Vocab App, which uses game-like activities to help students master keywords from the program’s texts. (Students using print materials will see keywords highlighted.)
  • Independent writing assignments called Solos, available on mobile devices.
  • Interactive projects called Quests that accompany certain units to provide additional practice with analytical reading, writing, speaking, and listening skills.

Getting started

How you can support the child in your care:

  • If possible, read with your student daily; even 15 minutes of reading together each day can make a huge impact. You can read aloud sections of the text together—many middle grade students enjoy performing sections of dialogue by taking on the role of a character in a play, or adding some dramatic flair to a poem with which they are working. If your student struggles with reading aloud, you might try reading the text to them with expression, then having them read it back to you. For additional practice, there are an array of fluency activities in the program’s Flex Days. Ask your student to help you find these activities.
  • Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life, or other issues you’ve heard about?
  • Listen to your student read their written responses or have them share with a friend over the phone or video chat. 
  • Browse the Amplify Library with your student to find books they’ll enjoy and be able to read fluently and independently.
  • Review this Protecting Kids Online website by the Federal Trade Commission addressing digital safety.

Accessing texts in the Amplify Library

We encourage students to utilize the core texts from the Amplify Library while at home! Please follow these steps to download a text for offline reading:

1. Navigate to the Program & Apps menu at the top of your screen and scroll through to find the Amplify Library icon. When you select it, the Amplify Library will open in a new tab.

A digital menu displays various educational tools and resources, with "Amplify ELA" highlighted at the top and the "Library" option outlined in orange.

2. If prompted, follow the directions to set up a pin for the Amplify Library; otherwise, proceed to the next step.

A pop-up window prompts the user to create a four-character PIN of lowercase letters and/or numbers for offline reading, with Cancel and Submit buttons.

3. In the upper right corner of your screen, search for the book you would like to download. Example: The Secret of the Yellow Death: A True Story of Medical Sleuthing.

A digital library search page displays "yellow death" in the search bar with no results found for title, authors, or genre. Book covers are visible in the left sidebar.

4. Select the Download button.

A digital library interface displays the book "The Secret of the Yellow Death" by Suzanne Jurmain, showing its cover, synopsis, and options to read or download.

5.  If you lose connection while still in the Amplify Library, you can continue to access and read the downloaded book(s). If the page refreshes without internet access, or you try to login on another device without internet access, you will lose access to the downloaded book(s) until the internet connection is restored. 

To retrieve your downloaded texts: 

  1.  In the Amplify Library app, open the My Library drop-down menu in the upper left corner.
  2. Select Downloaded. 
  3. Choose the text you wish to read from all of your pre-downloaded texts.
A dropdown menu under "My Library" shows options: Recently Read, Favorites, Downloaded (highlighted), and All Books. Below, a Recently Read section displays three book covers.

Materials overview

Not every school will operate the same way, but students attending schools that have both the print and digital editions of the program will likely have the following print materials at home:

  • Student Edition: This includes all of the readings and activities necessary for instruction throughout the year. Students can read the selections both digitally and in print, annotating in either format. The lessons in the print Student Edition reflect each digital lesson, but have been modified to work effectively in print. 
  • Writing Journals: This provides space for students to respond to Writing Prompts and complete other written assignments. 

In the case that students are without access to devices or the internet, they can continue to complete key reading and writing assignments using the print Student Editions and student Writing Journals.

Teachers can also access, print, and mail student Novel Guides for up to 12 commonly taught novels. Six of these novels are available in the Amplify Library, and most should be available in a public library.

Unit overviews

Below are quick overviews of each unit your student will be working through in their grade throughout the year. Included along with each unit is a downloadable guide that provides a more in-depth look at what content is covered and how you can help your student advance their understanding of the topics.

  • Unit 6A: Dahl & Narrative  
    • Students begin with narrative writing to quickly boost their writing production, learn the foundational skill of focus, and become comfortable with key classroom habits and routines they will use all year. Students then apply their new observational focus to some lively readings from Roald Dahl’s memoir Boy and learn how to work closely with textual evidence.
  • Unit 6B: Mysteries & Investigations
    • Students read like an investigator to embark on a multi-genre study of the mesmerizing world of scientific and investigative sleuthing. At the end of the unit, students write an essay explaining which trait is most useful to problem-solving investigators.
  • Unit 6C: The Chocolate Collection
    • The Aztecs used it as currency. Robert Falcon Scott took it to the Antarctic. The Nazis made it into a bomb designed to kill Churchill. The 3,700-year-long history of chocolate is full of twists and turns, making it a rich and rewarding research topic. In this unit, students explore primary source documents and conduct independent research to better understand the strange and wonderful range of roles that chocolate has played for centuries around the world.
  • Unit 6D: The Greeks
    • Greek myths help us understand not only ancient Greek culture but also the world around us and our role in it. Drawing on the routines and skills established in previous units, these lessons ask students to move from considering the state of a single person—themselves or a character—to contemplating broader questions concerning the role people play in the world and the communities they inhabit within it.
  • Unit 6E: Summer of Mariposas
    • The borderlands between the United States and Mexico are the place of legends, both true and fictional. Summer of the Mariposas, by Guadalupe Garcia McCall, plants a retelling of the Odyssey into this setting, launching five sisters on an adventure into a world of heroes and evildoers derived from Aztec myths and Latinx legends. On the journey, the sisters reconcile the dissolution of their parent’s marriage and find new strength in their identity and connection to Aztec lineage. Students consider how McCall uses the structure of the hero’s journey to celebrate women, heritage, and a broad definition of family. Students also have the opportunity to compare these characters’ fictional journey into Mexico to a description of one boy’s true journey into the United States.
  • Unit 6F: The Titanic Collection 
    • In this research unit, students learn to tell the difference between primary, secondary, and tertiary sources; determine if a given source is reliable; and understand the ethical uses of information. Students then construct their own research questions and explore the internet for answers. They also take on the role of a passenger from the Titanic’s manifest to consider gender and class issues as they research and write narrative accounts from the point of view of their passenger.  
  • Unit 6G: Beginning Story Writing
    • In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.
  • Grade 6: Grammar
    • In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
  • Unit 7A: Red Scarf Girl & Narrative
    • In this study of a highly engaging memoir of a young woman growing up in China during the Cultural Revolution, students quickly learn the history and politics of this tumultuous period by focusing on the story of someone living through the upheaval. As students follow her journey through a world turned upside down, they will track the changes in her feelings and motivations over time.
  • Unit 7B: Character & Conflict
    • By reading the play A Raisin in the Sun and the short story “Sucker,” students explore how people facing hardships can inflict unintentional harm on the people around them. The two narratives work together to provide opportunities for students to analyze characters’ responses to conflict and the author’s development of ideas over the course of a piece of fiction.
  • Unit 7C: Brain Science
    • Could you survive an iron rod through your skull? Phineas Gage did, and his gruesome-but-true story allows students to build background information and analyze other informational texts, including the contemporary The Man Who Mistook His Wife For A Hat and the relevant Demystifying the Adolescent Brain.
  • Unit 7D: Poetry & Poe
    • Poe’s texts always offer so much to notice, decipher, talk about—and creep us out. Since things are not always what they seem, students must use close reading skills to question whether they should believe what Poe’s narrator is telling them … or not.
  • Unit 7E: The Frida & Diego Collection
    • Mexico’s most famous and provocative artists, Diego Rivera and Frida Kahlo, were an extraordinary couple who lived in extraordinary times. They were both soul mates and complete opposites. Their multifaceted lives and work offer students rich and fascinating subjects to study as they examine primary source documents and conduct independent research.
  • Unit 7F: The Gold Rush Collection
    • In this research unit, students choose from a large collection of primary and secondary sources to learn about the wide range of people who took part in the California Gold Rush. They also take on the role of someone who lived during the gold rush and write journal entries from their perspective.
  • Unit 7G: Intermediate Story Writing
    • In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.
  • Grade 7: Grammar
    • In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
  • Unit 8A: Perspectives & Narrative
    • This unit aims to teach students to read like writersThey practice paying attention to the craft of writing and to the moves a good writer makes to shape the way we see a scene or feel about a character—to stir us up, surprise us, or leave us wondering what will happen next. Students closely read examples of rich, layered narrative nonfiction, analyze the techniques each author uses to make their writing resonate, and practice applying these techniques to their own narrative writing.
  • Unit 8B: Liberty & Equality
    • In this unit, students look at the words of a range of creators—from poet Walt Whitman to abolitionist Frederick Douglass to President Abraham Lincoln—to see how their writing contributed to an extreme shift in social organization: a whole new concept of what it means for people to be considered “equal.” They also study multiple perspectives on the Civil War, including the memoir of a girl who was enslaved, a confederate girl’s diary, and a nonfiction account of the young boys who served as soldiers during the war. 
  • Unit 8C: Science & Science Fiction
    • Students read Gris Grimly’s Frankenstein, a graphic novel that adds captivating illustrations to an abridgment of the 1818 edition of Mary Shelley’s book. Paired with Shelley’s text, Grimly’s haunting—and, at times, horrific—representations of Frankenstein’s creature push students to wrestle with some of the text’s central themes: the source of humanity and the root of evil. Students then write an essay in which, after arguing both sides of the question, they determine whether or not Frankenstein’s creature should ultimately be considered human.
  • Unit 8D: Shakespeare’s Romeo & Juliet
    • Romeo and Juliet combines romance with action, offering a wide range of themes and scenes for students to read about and act out. Your middle schoolers are at the right age to identify with the lovers’ strong feelings—and also old enough to think critically about the choices Romeo and Juliet make.
  • Unit 8E: Holocaust: Memory & Meaning
    • This unit uses a range of primary source articles, images, and videos, as well as literary nonfiction and graphic nonfiction, to study what made the atrocities of the Holocaust possible. Students investigate how propaganda was generated and employed to create a political environment that ultimately corrupted a society. The Olympics are seen through the lens of an international propaganda campaign, providing cover for Nazis to begin eliminating non-Aryans from their culture. The final sub-unit examines the outcomes of Nazi doctrine and the impact on Jewish victims and survivors.
  • Unit 8F: The Space Race Collection
    • In this unit, students to put their research and close-reading skills to the test to distinguish between reliable  and unreliable sources, explore primary documents, and conduct independent research to better understand the space race that took place between two of the world’s superpowers. This dramatic story offers students a rich research topic to explore as they build information literacy skills, learn how to construct their own research questions, and explore the internet for answers.
  • Grade 8: Grammar
    • In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
  • Unit 8G: Advanced Story Writing
    • In this unit, students get to practice their creative writing skills. They’ll learn the elements of storytelling and character development, and the power of vivid language to grab readers and pull them into a story.

Additional activities

Quests: 

You may notice your student working with peers on the same interactive project over several days, trying to solve a mystery or explain a historical event. That’s what happens when a teacher assigns a Quest: an in-depth week-long exploration that requires collaboration and deepens engagement with texts and topics.

Vocab App:

The Vocab App helps students master vocabulary words through game-like activities that challenge them to think through morphology, analogy, and synonyms/antonyms, and to decipher meaning through context.

Have a question about Amplify ELA?

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, please contact your student’s teacher.

Utah – USBE Data Analysis for K-3 Reading Assessment Program – New

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Program details

Get started with Amplify Reading: 6–8 Edition.

Cuatro personajes con distintos disfraces y una gran máquina robótica con garras visibles se encuentran juntos sobre un fondo blanco.

Introduction

Amplify Reading 6–8 is a digital reading program laser-focused on helping students find deeper meaning in texts by teaching them to question everything they read.

To capture students’ imagination, Amplify Reading 6–8 takes the form of an interactive graphic novel called The Last Readers. This story is set in a dystopian future world run by Machines, where people are told what to read and what to think. But dissent is afoot. Recruited for the rebellion, students are trained in the powerful ways authors convey meaning and affect their audience.

What students learn

Exploring texts from literary classics to propaganda, from great speeches to scientific articles, students learn to analyze the moves that authors make to achieve their purposes. Chapter topics alternate between the close analysis of arguments and literary analysis.

Each chapter should take approximately one hour for students to complete.

How to integrate this program into your curriculum

Amplify Reading 6–8 is designed for students to work independently as they progress through the chapters of The Last Readers. For the last chapter of each book, teachers have the option to build on independent work through group and whole-class activities.

For the best experience, students should complete the chapters in order. The chapters and concepts build on each other and were designed to help students master close reading skills. While teachers can unlock chapters so students can work on specific concepts at any given moment, doing so may result in a less-than-ideal experience. Later lessons are locked by default, but we will provide the ability to unlock lessons from within the teacher dashboard.

How teachers are using Amplify Reading 6–8

Reinforcement of concepts

Many teachers find the program extremely helpful for reinforcing key reading skills in the core curriculum. They use it in class one or two times a week for 20 to 30 minutes over the course of a year.

Test preparation

The program features extensive practice with text-dependent questions, providing a fun and effective way for students to get comfortable answering those kinds of questions.

Other common uses

Teachers also use the program to introduce key close reading concepts, for extra practice or homework, as response to intervention, and for after-school and summer school programs.

Routines

  • Devoting one class period every week or two to having students work independently on The Last Readers. While students are working independently on devices, teachers can work with small groups who need extra support with their core curriculum work. Teachers can also assign students work in Practice Mode during class or for homework.
  • Treating each book of The Last Readers as a 2–3 week mini-unit that can be inserted between units of core curriculum instruction. In addition to having students work on the chapters during class, teachers can assign students work in Practice Mode in between chapters or for homework.
  • Regularly assigning The Last Readers to students as homework. Because students may move through the chapters at different paces, teachers may want to assign one chapter per week and ask students to work in Practice Mode for the rest of the week after they complete a chapter.

Pedagogical approach

In Amplify Reading 6–8:

  1. Students learn to question everything they read by engaging with a story-based adventure in which understanding every piece of text and every article, billboard, speech and poem is essential to the narrative.
  2. Students learn to leverage the same devices used by authors to convey meaning by creating new content that integrates seamlessly with the story.

Unlike other reading supplementals that rely solely on assessment questions and feedback, Amplify Reading 6–8 weaves digital instruction together with assessment, all within an immersive story where the analysis of text is a critical element of the plot. The storytelling is vivid, suspenseful, and complex, designed to provide students with purpose and agency as they take on ever more challenging and high-stakes close reading tasks.

Each mission includes three steps:

  1. Interactive instruction: Students engage with a specific close reading concept using digital manipulatives.
  2. Guided close reading: Students apply knowledge of the concept to a complex text.
  3. Creative application: Students use their knowledge of the concept to create new content that solves a story-based problem.

Literary and informational passages are paired with carefully crafted, text-dependent questions and technology-enhanced items that prepare students for the same types of questions they’ll face on high stakes assessments. All along the way, teachers receive reports that visualize activity and progress, and highlight areas of improvement. Teachers can also leverage the original content generated by students in each mission as a rich classroom discussion piece.

Combining content and pedagogy with the creativity and purpose of storytelling results in an experience that truly motivates students and gives them the skills and confidence to tackle complex text.

Standards and alignments

Download the complete scope and sequence.

The practice of close reading lies at the heart of the Common Core and many other state standards for English Language Arts. Instruction in close reading enables students to become attuned to the essential elements of authentic texts: from key ideas and claims to specific details and evidence; from the effects of single words to those of larger textual structures; from the significance of individual texts to the interrelated meanings of entire corpora.

The recent focus on close reading is reflected in the text-dependent questions that populate many recent state assessments of ELA proficiency. Text-dependent questions address students’:

  • understanding of vocabulary
  • understanding of syntax and structure
  • understanding of literary and argumentative devices
  • understanding of themes and central ideas

Amplify Reading 6–8 gives students the essential skills and confidence they need to address text-dependent questions and the standards to which they refer.

Additionally, each book of The Last Readers emphasizes at least one Common Core reading anchor standards associated with each of the ELA standards strands:

Book 1: KID 1 / C&S 4 / IKI 8

Book 2: KID 1, 2, 3 / C&S 4, 5, 6 / IKI 8

Book 3: KID 1, 2, 3 / C&S 4, 5, 6 / IKI 6, 7, 8

Levels

Because each classroom represents a wide range of reading abilities, teachers can assign students to unique learning tracks that are tailored to provide the level of support each student needs.

After your students have enrolled in a class, you can assign them to a particular level in Reporting. All students will be automatically enrolled in the Core level. It is recommended that you assign all students to whatever level is most appropriate for them before they begin chapter 1. You can change a student’s level at any time.

LEVELDESIGNED FOR

CORE

Students whose reading levels fall within the middle school band.

EXTRA SUPPORT

Students who are reading below middle school level or with limited English proficiency. The instructional content and texts have been adapted or replaced to support students who “can engage in complex, cognitively demanding social and academic activities requiring language when provided moderate linguistic support.” Support includes streamlined, scaffolded content that integrates the built-in-dictionary tool, so students can access content and academic vocabulary at their language level and above. For productive written activities, students are given supports such as sentence frames to help them develop structured academic responses.


ADVANCED (coming soon)

We are developing an advanced level that will challenge readers with more complex texts and prompts, and with additional content.

Included texts

Book 1

Book 2

Book 3

Amplify Reading for international partners

We’re thrilled you’re considering giving Amplify Reading a try! This site contains all the resources you’ll need to learn more about the program and to get started using it to support remote learning or classroom instruction. We’re confident you’re going to love how Amplify Reading provides targeted support for every student.

Colorful illustrated animals surround a futuristic portal with silhouettes, while books, dice, and a card deck are arranged in the foreground.

Getting started

What you need to know about Amplify Reading

Amplify Reading is a student-driven, digital literacy program that provides students with differentiated and adaptive practice in all key areas of literacy instruction. Teachers have access to rich data insights into student usage and progress they can use to inform remote instruction.

How does it work with other programs?

Amplify Reading is a great complement to any core or assessment program, especially Amplify Core Knowledge Language Arts (CKLA) and mCLASS.

When and how to use Amplify Reading

We recommend students use the program independently for 30-45 minutes a week. This implementation model has led to student growth, especially for dual language learners.

Students will need access to one of the following devices: Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

How do I get started with Amplify Reading?

Good news! You and your students now have access to Amplify Reading. To get started, you’ll need to sign in with your Amplify credentials at mclass.amplify.com. Next, you’ll want to distribute Amplify Reading credentials to your students.

Where do I find my credentials?

You should have received an email from noreply@amplify.com with your new account information. If you do not see it in your inbox, please check your spam folder.

How to download and distribute student credentials:

How to support login at home:

You can direct parents to the following videos for an overview of the program and how to get started.

After students start playing, you can check in on their progress via your teacher dashboard. 

Amplify Reading Dashboard Tour

Printable extension activities

Consider sending the following activities home with your students as part of their weekly Amplify Reading routine. Each printable activity has instructions in both English and Spanish.
Packet 1
Activity Packet: Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5
Answer Key: Grade 3 | Grade 4 | Grade 5

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Access support

A science education website features animal and plant defense topics with turtle illustrations; a chat support window for teachers appears on the right side.

Intercom chat

Our Intercom feature gives you the ability to chat with 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 7 a.m. to 7 p.m. EDT, Monday through Friday.

Email

Our customer support, technical support, and pedagogical support teams can be reached by email at help@amplify.com from 7 a.m. to 7 p.m. EDT, Monday through Friday.

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A closer look at grades 6–8 (domain)

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, leading to ongoing engagement and building complexity.

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 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A rover sits on a rocky, reddish hill under a hazy sky, leaving visible tire tracks across the barren landscape.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric marine reptiles with long snouts are near a rocky shoreline, one on land and one in the water, with an island and clouds in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

A geometric badge with a mountain, telescope, and audio wave icons on a purple background with polygonal shapes.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a volcano by the sea with smoke, trees, mountains, and a cross-section showing a fault line beneath the ground.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Illustration of a city skyline at night with buildings, a bridge, and a large full moon in a starry sky.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Abstract digital painting of a landscape with green hills, a red-orange horizon, and a large yellow sun surrounded by blue and orange swirling shapes on the right.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Illustration of a town with houses and fields under a sky with large clouds and swirling wind patterns, set against a backdrop of hills and mountains.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

A polar bear stands on a small ice floe surrounded by water and floating ice under a red sun in an Arctic landscape.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Hexagonal badge with icons including a wrench, building, sun, screwdriver, paint can, and molecules on a purple geometric background.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Colorful abstract digital artwork featuring a yellow figure holding a device, with blue and red shapes and textured patterns in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

An abstract illustration of a person having their mouth and throat examined with a tongue depressor, surrounded by colorful shapes, with an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Geometric orange background with a hexagon icon displaying symbols for statistics, farming, healthcare, safety vest, chemistry, and agriculture.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Six spiders with different colors and stripe patterns are arranged in a grid pattern on a dark background, showing variations in leg and body color.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

An underwater scene shows a whale surrounded by jellyfish, sea turtles, and fish, with sunlight filtering through the water.
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

A low-poly landscape with trees, mushrooms, a rabbit sitting, and a fox bending down near another rabbit under a sunny sky with mountains in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Three green dinosaurs and one yellow dinosaur stand in a row on grass, each with purple spikes and a red spot on their backs. The sky is blue with light clouds.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Red-toned graphic with hexagonal badge featuring a world map, a mosquito, a DNA strand, charts, cubes, and circular icons. Geometric background pattern.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises are near a river; one is by the water and the other is standing on land and stretching its neck toward a leafy tree.

Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people climb over rocky terrain strewn with electronic waste, with illustrated insets showing a hiking boot, a solar-powered device, and a person adjusting a belt-like gadget.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

A spacecraft approaches a modular space station with large solar panels, set against a backdrop of outer space.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Green geometric background with a hexagonal badge showing a parachute, a box, a ruler, a bandage, and stacked layers.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster car full of people with raised arms, speeding down a loop against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red coat and hat with arms crossed, eyes closed, surrounded by large orange and brown circles, possibly representing snow or lights.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

An orange popsicle gradually melts, shown in four stages from solid to completely melted, with wooden sticks visible, against a purple background.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

A green background with a picture of a person and a sandwich.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Digital illustration showing red and blue molecules on a blue background transitioning to a lighter background, representing molecular diffusion across a boundary.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Illustration of Earth with yellow arrows and colored waves approaching from the left, representing incoming solar or cosmic radiation.
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

Introduction

Amplify Education, Inc. (“Amplify” or “we”) recognizes the importance of protecting the privacy and security of your personal information. This App Privacy Policy describes our practices in connection with information that we may collect through your use of the Cell Simulator iOS application (the “App”).

This App Privacy Policy describes Amplify’s practices for handling non-personal information (e.g., site activity) in connection with the App.

Children. The App does not collect personal information from any users, including children under 13 years of age.

By using the App, you agree to the terms and conditions of this App Privacy Policy. If you do not agree to this App Privacy Policy, please discontinue your use of the App.

Collection of information

Amplify may collect information from you at various points, including the following:

App activity information. When you access and interact with the App, we and our Third Party Agents (as defined below) may collect certain information about those visits. For example, we or our Third Party Agents may receive and record information about your computing device, including potentially your IP address, a unique application identifier assigned to that copy of the App (the “App ID”), or other characteristics of the device hardware, operating system and configurations for that device. The App ID and any other persistent identifiers we collect will be used solely for the purpose of recording information about your usage of the App, and will not be used to collect information through any other product or service.

Notice and choice

Updates to App Privacy Policy; Choice. Amplify may modify this App Privacy Policy. Please look at the Last Revised Date at the top of this App Privacy Policy to see when this App Privacy Policy was last revised. Any changes to this App Privacy Policy will become effective when we post the revised App Privacy Policy to this URL: http://amplify.com/curriculum/cell-module/privacy. If you do not wish to be bound by the terms of the revised App Privacy Policy, you must discontinue your use of the App.

Location of Data. The App is hosted in and managed and controlled by us from the United States and is not intended to subject us to the laws or jurisdiction of any jurisdiction other than that of the United States. If you are a user located outside the United States, you understand and consent to having any personal information processed in the United States. United States data protection and other relevant laws may not be the same as those in your jurisdiction.

Linked Services.The App may be linked to sites operated by unaffiliated companies. Amplify is not responsible for the privacy practices of unaffiliated companies, and once you leave the App via a link, you are subject to the applicable privacy policy of the unaffiliated service.

Use and disclosure

We may use and/or disclose any information we collect from you for the following purposes and as described elsewhere in this App Privacy Policy:

To provide and manage the App. We use the usage information we collect from you to provide the App and features to you, including to measure and improve its services and features, and to personalize your experience by delivering relevant content. We may also use and disclose aggregate or anonymous data about your use of and activity in the App to assist us in this regard and for any other purpose.

To improve our products and services. We may use your usage information for our internal business purposes, such as data analysis, developing new products and services, enhancing the App, and improving our services. To share with our affiliated education companies. Amplify may share your usage information with Amplify’s affiliated education companies for the purposes described in this App Privacy Policy.

To allow Third Party Agents to assist us. We may engage third party service providers, agents and partners (“Third Party Agents”) to perform functions on our behalf, such as analytics. We may disclose your usage information to such Third Party Agents to enable them to assist us in these efforts, for the purposes described in this App Privacy Policy.

To protect the rights of Amplify and our users. There may be instances when Amplify may disclose your usage 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 information to the party or parties involved in the transaction.

Security

Amplify uses commercially reasonable administrative, technical, personnel and physical measures to safeguard information in its possession against loss, theft and unauthorized use, disclosure or modification.

Sensitive information

We ask that you not send or disclose to us any personal and/or sensitive information (e.g., name, address, social security numbers, information related to racial or ethnic origin, health, or criminal background) on or through the App or otherwise.

Contact us

If you have questions about this App Privacy Policy, please contact us at:

Email: privacy@amplify.com

Mail: Amplify, 55 Washington St., Ste 900, Brooklyn, NY, 11201 Attn: General Counsel

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”).

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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.

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.

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.

Acceptable Use Policy

Amplify Education, Inc. (“Amplify”) products support classroom instruction and learning and include Amplify CKLA, Amplify ELA, Amplify Science, Amplify Desmos Math, Desmos Math, Boost Reading, Boost Math, mCLASS, Mathigon, 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 Acceptable Use Policy (together, the “Products”). This Acceptable Use Policy (the “AUP”) provides the general terms and conditions applicable to your use of the Products. By accessing, downloading, or using the Products, you agree to be bound by the terms of this AUP. 

Notwithstanding the foregoing, nothing in this AUP supersedes or limits your rights under the terms of any other agreement you or your institution have entered into with Amplify regarding the use of Products. In the event of any conflict between the AUP and the terms and conditions of an applicable agreement that you or your institution have entered into with Amplify, the terms and conditions of such agreement shall control.

Our Products are geared towards K–12 students, educators, and staff who use the Products as authorized by their School District or State Agency (each as defined in the Privacy Policy (defined below), and together, “School”) (“Authorized School Users”). Student Data (defined below) 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”). 

Schools may provide authorization in two ways: 

(1) by the School agreeing to our Customer Terms and Conditions located at amplify.com/customer-terms or another agreement between Amplify and the School, as applicable; or 

(2) by an educator, staff member, or agent of a School (“Educator”) agreeing to this AUP. If you are an Educator and wish to use the Products in your classroom, you represent and warrant that the use of the Products in your classroom has been authorized by your School, and that you are authorized to accept this AUP on behalf of the School.

In each case, we provide these Products solely for the benefit of the School and for no other commercial purpose. We require all Schools to review our Privacy Policy, available at amplify.com/customer-privacy (“Privacy Policy”), 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 a restricted account for at-home use of our Products (together, with Authorized School Users, “Authorized Users”). Please see Additional terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.

1. License

Subject to compliance with this AUP, you are granted a non-transferable, non-exclusive, non-sublicensable license to access and use the Products. You understand that your use of the Products does not confer to you any intellectual property rights held by Amplify or its licensors. Unless otherwise indicated, any future release, update, or other addition to functionality or content of the Products will be subject to this AUP. 

2. Restrictions

You may access and use the Products solely for non-commercial instructional and administrative purposes. Guidelines for such purposes may be set forth at http://amplify.com/amplify-program-usage-guidelines and additional guidelines may be detailed in materials associated with the Product You are accessing. Further, You may not, except as expressly authorized by Amplify: (a) copy, modify, translate, distribute, disclose, or create derivative works based on the contents of, sell, or otherwise exploit, the Products, or any part thereof; (b) decompile, disassemble, reverse engineer the Products, or otherwise use the Products to develop functionally similar products or services; (c) modify, alter, or delete any of the copyright, trademark, or other proprietary notices in or on the Products; (d) rent, lease, or lend the Products or use the Products for the benefit of any third party; (e) avoid, circumvent, or disable any security or digital rights management device, procedure, protocol, or mechanism in the Products; (f) use any content from the Products, including but not limited to text, images, videos, assessments, lesson plans, or code, as input or training material for any machine learning or artificial intelligence system, including large language models, neural networks, or other algorithmic models, for any purposes, commercial or non-commercial; or (g) permit any Authorized User or third party to do any of the foregoing. You also agree that any works created in violation of this section are derivative works, and, as such, You agree to assign, and hereby assign, all right, title, and interest in such works to Amplify. The Products and derivatives thereof may be subject to export control laws, restrictions, regulations, and orders of the U.S. and other jurisdictions (together, “Export Laws”). You agree to comply with all applicable Export Laws, and will not, and will not permit Authorized Users to, export, or transfer for the purpose of re-export, any Product to any prohibited or embargoed country in violation of any U.S. export law or regulation. Further, You represent that You are not located in a country that is subject to a U.S. Government embargo, subject to sanctions by the U.S. Office of Foreign Assets Control, or included on any restricted party list maintained by the U.S. Bureau of Industry and Security. The software and associated documentation portions of the Products are “commercial items” (as defined at 48 CFR 2.101), comprising “commercial computer software” and “commercial computer software documentation,” as those terms are used in 48 CFR 12.212. Accordingly, if You are associated with the U.S. Government or its contractor, You will receive only those rights set forth in this Agreement in accordance with 48 CFR 227.7201-227.7204 (for Department of Defense and their contractors) or 48 CFR 12.212 (for other U.S. Government licensees and their contractors).

3. Use of the products

In connection with your access to and use of the Products, you agree not to: (a) 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; (b) violate the rights of others, including patent, trademark, trade secret, copyright, privacy, publicity, contract, or other proprietary rights; (c) harass or harm another person; (d) exploit or endanger a minor; (e) impersonate any person or entity; (f) introduce or engage in activity that involves the use of viruses, bots, worms, Trojan horses, 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; (g) interfere with, damage, disable, disrupt, impair, create an undue burden on, or gain unauthorized access to the Products or any account (as defined below), or Amplify’s servers or networks; (h) restrict or inhibit any other person from using the Products (including by hacking or defacing the Products); (i) remove, disable, block, or obscure any portion of the Products; (j) use technology or any automated system, such as scripts or bots, to collect user names, passwords, email addresses, or any other data from or through the Products, or to circumvent or modify any security technology or software that is part of the Products; (k) send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Products; (l) solicit, collect, or request any information for commercial or unlawful purposes; (m) post, upload, or otherwise transmit an image, audio recording, or video of another person without that person’s consent; (n) use the Products to advertise, promote, or engage in any commercial activity (including engaging in advertising, sales, contests, sweepstakes, or other promotions) without Amplify’s prior written consent; (o) frame or mirror the Products without Amplify’s express prior written consent; (p) use the Products in a manner inconsistent with any applicable law, rule, or regulation; (q) use any robot, spider, search/retrieval application, or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Products or reproduce or circumvent the navigational structure or presentation of the Products; (r) attempt, facilitate, or encourage others to do any of the foregoing. In addition to the foregoing restrictions, your use of the Products may also be subject to an additional acceptable use policy provided to you by your School, as applicable. You are responsible for meeting the hardware, software, telecommunications, and other requirements listed at amplify.com/customer-requirements.

4. Intellectual property

The Products and any Product logo, and certain other of the names, logos, and materials displayed in the Products, may constitute trademarks, trade names, or service marks (“Marks”) of Amplify or other entities. You are not authorized to use any such Marks. Ownership of all such Marks and the goodwill associated therewith remains with Amplify or those other entities. The content provided to you in the Products, including the software, graphs, text, and graphics, is protected under copyright laws, is subject to other intellectual property and proprietary rights and laws, and is owned by Amplify or its licensors. Your access to the Products does not transfer to you or any third party any rights, title, or interest in or to such intellectual property rights. You may not use the content of the Products, in whole or in part, to train or fine-tune any machine learning or artificial intelligence model or system, including for research, product development, commercial services, or any other purpose, commercial or non-commercial. Such use constitutes unauthorized derivative work and a violation of Amplify’s intellectual property rights. Your rights to make use of the Products are limited to those provided under this AUP, any additional terms as may be agreed upon between your School and Amplify, and any available exceptions under applicable intellectual property laws. Amplify Products are protected by patents (see amplify.com/virtual-patent-marking).

5. Account information

Your authentication to enable your access and use of these Products is based in part upon information supplied by you. You are required to (a) provide accurate information to Amplify and promptly report any changes to such information, (b) not share or allow others to use your account, (c) maintain the confidentiality and security of your account information, and (d) use the Products solely via such authorized accounts. You may not share your credentials (i.e., username and password) to access the Products with anyone except the person for whom that account was created. You agree to notify Amplify immediately of any unauthorized use of your account or related authentication information. Amplify will not be responsible for any losses arising out of the unauthorized use of your account.

6. Student data

The parties acknowledge and agree that in the course of providing the Products, Amplify may collect, receive, or generate information that directly relates to an identifiable current or former student of a School (“Student Data”). Student Data may include personal information from a student’s “educational records,” as defined by FERPA. Student Data is owned and controlled by the School and Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing the Products hereunder. Individually and collectively, Amplify and School agree to uphold our obligations, as applicable, under FERPA, COPPA, the Protection of Pupil Rights Amendment (“PPRA”), and applicable state laws relating to Student Data privacy. Amplify’s Privacy Policy governs the collection, use, and disclosure of Student Data collected or stored on behalf of the School under this AUP. The School is responsible for providing notice or obtaining appropriate consents under applicable laws to authorize Authorized School Users’ use of the Products, including making a copy of the Privacy Policy available to the parents or guardians of Child Users. Please see Additional Terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.

7. Confidentiality

You acknowledge that in connection with these terms, Amplify may provide you with certain sensitive or proprietary information (“Confidential Information”), including software, source code, assessment instruments, research, designs, methods, processes, customer lists, training materials, product documentation, know-how, or trade secrets, in whatever form. You agree (a) not to use Confidential Information for any purpose other than use of the Products in accordance with the AUP, and (b) to take all steps reasonably necessary to maintain and protect the Confidential Information of Amplify in strict confidence. Confidential Information shall not include information that, as evidenced by your contemporaneous written records: (i) is or becomes publicly available through no fault of your own; (ii) is rightfully known to you prior to the time of its disclosure; (iii) has been independently developed by you without any use of the Confidential Information; or (iv) is subsequently learned from a third party not under any confidentiality obligation.  

8. User materials

You represent, warrant, and covenant that you have all the necessary rights, including consents and intellectual property rights, in connection with any data, information, content, and other materials provided to or collected by Amplify from you or on your behalf in connection with your use of the Products, including materials and content that you post, upload, transmit, email, or otherwise make available on, through, or in connection with the Products (“User Materials”), and that except as otherwise agreed by your School and Amplify, you retain any ownership rights that you have in your User Materials. You hereby grant to Amplify and its affiliates, licensees, and authorized users, a perpetual, non-exclusive, fully paid-up, 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 Materials in connection with the Products, subject to Amplify’s Privacy Policy. You and your School are responsible for the accuracy, integrity, completeness, quality, legality, and safety of such User Materials. You further represent and warrant that the posting of such User Materials through or in connection with the Products does not violate the privacy rights, publicity rights, copyrights, contract rights, or any other rights of any person or entity. Amplify and your School reserve the right (but have no obligation) to monitor the Products, including for inappropriate content or conduct, and to remove any content in their discretion without liability to you or any third party. Further, Amplify reserves the right to investigate and take appropriate legal action against anyone who, in Amplify’s discretion, violates this AUP or attempts to do so, including terminating or suspending a user’s account or access to or use of the Products, or reporting any content or conduct to law enforcement authorities. You are solely responsible for creating and maintaining your own backup copies of your User Materials. Amplify is not responsible for any loss, theft, or damage of any kind to any User Materials. 

9. Feedback

If you provide us with any ideas, proposals, or suggestions related to the Products (“Feedback”), you hereby acknowledge and agree that your provision of any Feedback is gratuitous, unsolicited, and without restriction, and does not place Amplify under any fiduciary or other obligation. You hereby grant to Amplify a worldwide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable, and fully sublicensable (through multiple tiers) license to reproduce, distribute, perform and/or display (publicly or otherwise), adapt, modify, and otherwise use 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.

10. Third party links and services

The Products may make available, or third parties may provide, links to websites, software, applications, resources, advertisements, content, or other products or services created, hosted, or made available by third parties (“Third Party Services”). When you access or use a Third-Party Service, you are interacting with the applicable third party, not with Amplify, and you do so at your own risk. Inclusion of any Third-Party Service or a link thereto within the Products does not imply approval or endorsement of such Third-Party Service. Amplify does not control any content that is not Amplify content, and as such, you may be exposed to offensive, indecent, inaccurate, or otherwise objectionable content in the course of accessing or using such Third-Party Services linked from the Products. You are solely responsible for your interactions with other users of the Products, providers of Third-Party Services, and any other third parties with whom you interact on, through, or in connection with the Products. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY SERVICES, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR INTELLECTUAL PROPERTY RIGHTS RELATING TO, SUCH THIRD-PARTY SERVICES. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY SERVICES MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES. THIS AUP DOES NOT CREATE ANY RELATIONSHIP BETWEEN YOU AND ANY PROVIDER OF THIRD-PARTY SERVICES, AND NOTHING IN THIS AUP WILL BE DEEMED TO BE A REPRESENTATION OR WARRANTY BY AMPLIFY WITH RESPECT TO ANY THIRD-PARTY SERVICE.

11. 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 Products infringes your copyright, please send (or have your agent send) to Amplify’s Copyright Agent, by email, fax, or regular mail, a written 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 Products (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 that you are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Amplify’s Copyright Agent for notification of claimed infringement can be reached as follows: Amplify Education, Inc., 55 Washington Street #800, Brooklyn NY 11201; Attn: Copyright Agent. Amplify’s Copyright Agent for notification of claimed infringement can also be reached electronically at legal@amplify.com. Amplify reserves the right to terminate infringers’ and suspected infringers’ accounts or their access to or use of the Products.

12. Changes to the products

Amplify may, without prior notice, change any Product or stop providing any features of any Product. We may permanently or temporarily terminate or suspend your access to any Product features without notice for any reason, including if in our sole determination you violate any provision of this AUP. Upon termination, you continue to be bound by this AUP.

13. Warranty disclaimer

PRODUCTS ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND BY AMPLIFY. AMPLIFY EXPRESSLY DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTY AS TO TITLE, NON-INFRINGEMENT, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE OR USE. YOU ASSUME RESPONSIBILITY FOR SELECTING THE PRODUCTS TO ACHIEVE YOUR INTENDED RESULTS AND FOR THE ACCESS AND USE OF THE PRODUCTS, INCLUDING THE RESULTS OBTAINED FROM THE PRODUCTS. WITHOUT LIMITING THE FOREGOING, AMPLIFY MAKES NO WARRANTY THAT THE PRODUCTS WILL BE ERROR-FREE OR FREE FROM INTERRUPTIONS OR OTHER FAILURES OR WILL MEET YOUR REQUIREMENTS. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY CONTENT OR SOFTWARE INCLUDED IN PRODUCTS, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR IP RIGHTS RELATING TO, SUCH THIRD-PARTY CONTENT AND SOFTWARE. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY CONTENT AND SOFTWARE MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES.

14. Limitation of liability

IN NO EVENT WILL AMPLIFY BE LIABLE TO YOU FOR ANY INCIDENTAL, SPECIAL, CONSEQUENTIAL, PUNITIVE, RELIANCE, OR COVER DAMAGES, DAMAGES FOR LOST PROFITS, LOST DATA, LOST BUSINESS, OR ANY OTHER INDIRECT DAMAGES, EVEN IF AMPLIFY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. TO THE EXTENT PERMITTED BY APPLICABLE LAW, AMPLIFY’S ENTIRE LIABILITY TO YOU ARISING OUT OF PERFORMANCE OR NONPERFORMANCE BY AMPLIFY OR IN ANY WAY RELATED TO THE SUBJECT MATTER OF THIS AUP, REGARDLESS OF WHETHER THE CLAIM FOR SUCH DAMAGES IS BASED IN CONTRACT, TORT, STRICT LIABILITY, OR OTHERWISE, WILL NOT EXCEED $100 IN AGGREGATE. UNDER NO CIRCUMSTANCES WILL AMPLIFY BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE PRODUCTS THAT VIOLATES THIS AUP OR ANY APPLICABLE LAW OR REGULATION.

15. Termination

Amplify may terminate or suspend your access to the Products at any time for any reason, including if Amplify believes that you have violated the AUP or have engaged in conduct that violates applicable law or is otherwise harmful to the interests of Amplify, any other Amplify user, or any third party. Upon termination, you will: cease using the Products and return, purge, or destroy all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred. Sections 3–13, 16, and 17 will survive the termination of this Agreement.

16. Governing Law

This Agreement will be governed by and construed and enforced in accordance with the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof.

17. Additional terms for iOS apps

By downloading any Products through Apple, Inc.’s App Store (“iOS Products”), you agree that the following additional terms apply to your use of our iOS Products:

  1. This AUP is not a legal agreement with Apple, Inc. (“Apple”). As between Amplify and Apple, Amplify (not Apple) is responsible for the iOS Products and the contents thereof.
  2. The license to use the iOS Products under Section 3 above is limited to use (i) on iOS devices that you or your School owns or controls, separate from and in addition to any specific technical requirements for any iOS Product, and (ii) as permitted by the Usage Rules set forth in Apple Media Services Terms and Conditions.
  3. You must comply with applicable third-party terms of agreement when using the Products.
  4. Without limiting Section 13 above and solely as between Amplify and Apple, you acknowledge that: (i) Apple has no obligation whatsoever to furnish any maintenance and support services with respect to the iOS Products; (ii) Amplify (not Apple) is responsible for addressing any claims of yours or of any third party relating to the iOS Products or your possession and/or use of the iOS products, including but not limited to (1) product liability claims, (2) any claim that the iOS Products fail to conform to any applicable legal or regulatory requirement, and (3) claims arising under consumer protection, privacy, or similar legislation; (iii) in the event of any failure of the iOS Products to conform to any applicable warranty, you may notify Apple, and Apple will refund the purchase price for the iOS Products to you; to the maximum extent permitted by applicable law, Apple will have no other warranty obligation whatsoever with respect to the iOS Products, and any other claims, losses, liabilities, damages, costs, or expenses attributable to any failure to conform to any warranty will be Amplify’s sole responsibility; and (iv) in the event of any third-party claim that the iOS Products or your possession and use of the iOS Products infringes that third party’s intellectual property rights, Amplify (not Apple) will be responsible for any investigation, defense, settlement, and discharge of any such intellectual property infringement claim.
  5. You represent and warrant that: (i) you are not located in a country that is subject to a U.S. Government embargo, or that has been designated by the U.S. Government as a “terrorist supporting” country; and (ii) you are not listed on any U.S. Government list of prohibited or restricted parties.
  6. Apple and Apple’s subsidiaries are third-party beneficiaries of these Terms, and upon your acceptance of these Terms, Apple will have the right (and will be deemed to have accepted the right) to enforce these Terms against you as a third-party beneficiary thereof.
  7.  Any questions, complaints, or claims with respect to the Products should be directed to: 

Email: privacy@amplify.comMail: Amplify Education, Inc., 55 Washington St. #800, Brooklyn, NY, 11201

18. Additional terms for Mathigon and Amplify Classroom accounts.

a. Mathigon updates: Amplify no longer offers accounts for Child Users, but we will continue to allow Child Users to access their active legacy Mathigon accounts where verifiable parental consent was obtained. We will continue to protect personal information in accordance with the Privacy Policy and applicable law.

b. Mathigon and Amplify Classroom:

i. School Use:

  1. Educators: If you are an Educator, you can create a Mathigon or an Amplify Classroom account using any existing email or through an existing third-party account (e.g. Google, Microsoft). Go to https://mathigon.org/signup#teacher  to sign up for Mathigon. Go to classroom.amplify.com to sign up for Amplify Classroom.
  2. Students can also sign up using a unique class code provided by an Educator. Educators are responsible for gaining appropriate authorization or permission from their School to use the Products with students, including Child Users, before providing their unique class code or linking the Products to a third-party service like Google Classroom. For such use in the school context, we do not request additional consent from parents in accordance with the “school official” exception under FERPA and relevant COPPA guidance. For more information, visit our Privacy Policy, which describes how we collect, use, and disclose personal information and data through the provision of our Products in schools. 

ii. Outside of School Use: If you are an individual user using the Products at home or otherwise outside of the school context, 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.

19. Updates to this policy

We may change this Acceptable Use Policy in the future. For example, we may update it to address changes in our product offerings, or to address changes in the law or best practices. If we make changes that materially impact your legal rights or use of our products, we will provide prominent notification to you (e.g. via the Site or by email).  Otherwise, we will post any updates to the policy with an updated “Last Revised Date” and all changes will become effective immediately. Please check the Last Revised Date to confirm if the policy has been revised.

Last Modified: February 2, 2026

Math IS a Language: Creating Productive Math Discourse Using Technology

Monday, 2pm ET

Featuring Oscar Perales

Kids communicate with their digital devices constantly. We can help them use those same devices to communicate mathematically as well. We’ll learn how math language routines and free digital technology can take your students from speaking and thinking to fluency and understanding.

Puyallup 6–8 Science Review | Amplify

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Welcome, Idaho science reviewers!

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A closer look at grades 6–8

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process diagram: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, connected by arrows, with an engagement statement below.

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 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract digital artwork featuring a yellow human figure, red shapes, and a blue-toned screen, with vibrant, multicolored patterns and textures in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

An abstract illustration of a person receiving an oral examination, with colorful geometric shapes and an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Abstract orange background with geometric shapes, featuring icons of a vest, bar chart, leaf, beaker, fruit, medical stethoscope, and an envelope within a hexagonal frame.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Six spiders with varying body colors (brown, yellow, blue, and red) and patterns are arranged on a dark, textured background, seemingly in a diagram or chart formation.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person with closed eyes in a red winter coat and hat, surrounded by falling snow and orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Abstract illustration of a sun with blue and orange rays over a colorful landscape featuring green hills and a vibrant sky.
Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town and farmland, with wind currents depicted swirling through the landscape under a blue sky.
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

A polar bear stands on a small floating ice sheet in the ocean, surrounded by melting ice, with a red sun in the sky.
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

A purple hexagonal graphic with icons including a building, wrench, screwdriver, sun, molecules, paint bucket, and tiles on a geometric patterned background.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A robotic rover sits on a hill in a rocky, reddish landscape, with visible tracks in the dust leading to its current position under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two green prehistoric reptiles with long snouts are near the shore; one is on land while the other swims in blue water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

A purple geometric background featuring a hexagonal badge with a telescope, mountain, audio wave, and star symbols inside.
Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration showing an ocean, forest, and mountains with a smoking volcano, plus a cross-section of underground tectonic plates.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four stages of an orange popsicle melting on a stick, from fully frozen on the left to completely melted on the right, against a plain background.
Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with an outlined hexagon containing icons: a parachute, ruler, letter "A," bandage, stacked blocks, and a folded corner paper.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature. Domains: Engineering Design, Physical Science

Abstract illustration showing red and blue circles on a split blue and light background, representing molecular movement across a membrane or barrier.
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

An underwater scene with a large whale surrounded by turtles, jellyfish, and various fish swimming in different directions.
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Low-poly digital illustration of a fox hunting a rabbit in a forest with pine trees, mushrooms, mountains, and the sun in the background. Another rabbit sits near the trees.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climb over rocks filled with electronic devices; inset illustrations show a boot, a belt of batteries, and a radio.
Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

A spacecraft approaches and docks with a modular space station featuring large blue solar panels, set against a black space background.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green graphic with hexagonal emblem showing an infant, a thermometer, layered materials, a medical symbol, and a flame icon.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster car with passengers raising their arms as they descend a steep track against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space, focused on the Asia-Pacific region.
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with illuminated windows, a large full moon, stars in the sky, and a bridge visible on the left side.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four polygonal dinosaurs walking in a row, three green and one yellow, each with a rock and purple spikes on their backs, set against a grassy background with a blue sky.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background featuring a hexagonal emblem with icons of a world map, mosquito, DNA strand, bar chart, and interconnected blocks.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two tortoises with long necks are by a river; one is browsing leaves from a bush while the other is walking near the water's edge.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Amplify literacy curriculum sample boxes – TX

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Amplify literacy curriculum sample boxes – CA

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Amplify literacy curriculum sample boxes

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Welcome, New York City families!

We’re excited to welcome you and your student to the Amplify Caminos Lectoescritura program for the new school year, and to provide your student with exceptional learning opportunities through our program. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

What is Amplify Caminos Lectoescritura?

Amplify Caminos Lectoescritura is a comprehensive K–2 foundational skills program that empowers young learners to become confident, fluent readers.

Rooted in the Science of Reading, the program is built from the ground up to honor the authentic structures and nuances of the language. Rather than simply translating English phonics rules, Amplify Caminos Lectoescritura provides a culturally authentic, research-based progression designed to set early learners on the path to lifelong reading success.

Getting started

There are a few ways you can support the student in your care:

  • If possible, read with them daily; even 15 minutes of reading together each day can create a huge impact.
  • Read sections of the text aloud together. If your student struggles, you might try reading the text to them with expression, and then have them read it aloud back to you.
  • Find moments to discuss what they are reading and discovering in class. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was your takeaway from the author’s passage? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues you’ve heard about?
  • Listen to your student read their written responses or have them share with a friend over video chat.
  • Review this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Logging in

Grade K–2 students

K–2 students will be able to log in with Shared Credentials created and provided by the teacher.

On each student device, go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Shared student logins provide K–2 students using the Amplify Caminos Hub and students who aren’t yet enrolled by their school or district a way to access Amplify’s digital programs.

Materials overview

Some of Amplify Caminos Lectoescritura’s digital curriculum may be accessible to your student at home, if internet access is available. Contact your student’s teacher for login information.

Student Readers

Amplify Caminos is a Spanish Language Arts (SLA) program, so the student readers are in Spanish and align to the Spanish code that is taught in Amplify Caminos Lectoescritura. Those readers would only be available to teachers and students who are implementing Caminos Lectoescritura in their SLA or Dual Language classroom.

Student Readers are uniquely designed to provide students with intensive practice while they read simple but authentic stories.

Student Readers are chapter books designed for kindergarten to second grade students to practice the sounds and spelling patterns they’ve just learned, along with commonly used Spanish words. This helps them understand what they read while enjoying engaging stories with interesting characters.

alt="Three book covers in Spanish, featuring colorful illustrations of children with animals in varied settings: a llama, a dog, and both rural and urban backgrounds, ideal for the Core Knowledge Language Arts curriculum."

Student Activity Books

As part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments (to which teachers have access) that track students’ skills development.

Illustration of a llama and desert elements on an orange background in the Amplify CKLA educational material, adjacent to a page teaching letter formation and number writing.

Caminos Hub for students

Students access multimedia resources and engage in a new digital experience on the Caminos Hub. They can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s also compatible with laptops, Chromebooks, tablets, and desktops—we’ve even optimized it for mobile devices.

A digital educational interface shows two options: "sonidos" with a saxophone icon and "biblioteca" an open book icon, under the label "caminos" for grade 2.

Sonidos for Grades K–2

The Sonidos Library contains audio recordings of phonemes. Teachers can incorporate the Sonidos Library materials at any point into existing activities, at the start of skills lessons, or as a review to bring a sense of fun into the classroom.
The sounds in the library are organized by unit, and you can find the sounds for each unit by going through the tabs at the top of the screen. Each tab contains cards for each sound, on which you can play a recording of the sound by selecting the speaker icon.

Screenshot of an Amplify CKLA language learning app displaying vowel sounds with corresponding images: tree, ring, and sheep, labeled in Spanish, with a

Biblioteca

The Hub eReader is an easy way for kids to connect to the entire Caminos Lectoescritura library of readers. A simple table of contents makes it easy to navigate longer books. Amplify Caminos Lectoescritura e-books include the full set of Grade K–2 Student Readers.

Grid of eight illustrated book covers titled "caminos biblioteca de 2º grado," each depicting children in various settings, with "leer" buttons below each cover, part of the Core

Have a question about Amplify Caminos Lectoescritura? 

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, please contact your student’s teacher.

Families and caregivers, welcome to Amplify Desmos Math California K–5!

Welcome to the Amplify Desmos Math California K–5 Caregiver Hub. We hope your student enjoys exploring math, working with friends to solve problems, and learning new and interesting concepts. And we hope you enjoy the math journey with them! Below are some suggestions and resources for how you can support their learning at home.

Learn more about Amplify Desmos Math California.

Para la versión en español, haga clic aquí.

Three children are engaging in a math activity with a grid and orange markers. One child holds a "9-3" card. The background includes beach elements and abstract math symbols.

Caregiver Unit Resources

For every unit of the program, we’ve created a Caregiver Resource that provides a summary of key concepts, plus a problem from the lesson practice set you can work through with your student. You’ll find a Caregiver Resource for each unit, in both English and Spanish.

Unit 1: Math in Our World

Unit 2: Numbers 1–10

Unit 3: Flat Shapes All Around Us

Unit 4: Understanding Addition and Subtraction

Unit 5: Make and Break Apart Numbers Within 10

Unit 6: Numbers 0–20

Unit 7: Solid Shapes All Around Us

Unit 1: Adding, Subtracting, and Working With Data

Unit 2: Addition and Subtraction Story Problems

Unit 3: Adding and Subtracting Within 20

Unit 4: Numbers to 99

Unit 5: Adding Within 100

Unit 6: Measuring Lengths of Up to 120 Length Units

Unit 7: Geometry and Time

Unit 1: Working With Data and Solving Comparison Problems

Unit 2: Adding and Subtracting Within 100

Unit 3: Measuring Length

Unit 4: Addition and Subtraction on the Number Line

Unit 5: Numbers to 1,000

Unit 6: Geometry and Time

Unit 7: Adding and Subtracting Within 1,000

Unit 8: Equal Groups

Unit 1: Introducing Multiplication

Unit 2: Area and Multiplication

Unit 3: Wrapping Up Addition and Subtraction Within 1,000

Unit 4: Relating Multiplication to Division

Unit 5: Fractions as Numbers

Unit 6: Measuring Length, Time, Liquid Volume, and Weight

Unit 7: Two-Dimensional Shapes and Perimeter

Unit 1: Factors and Multiples

Unit 2: Fraction Equivalence and Comparison

Unit 3: Extending Operations to Fractions

Unit 4: From Hundredths to Hundred Thousands

Unit 5: Multiplicative Comparison and Measurement

Unit 6: Multiplying and Dividing Multi-Digit Numbers

Unit 7: Angles and Properties of Shapes

Unit 1: Volume

Unit 2: Fractions as Quotients and Fraction Multiplication

Unit 3: Multiplying and Dividing Fractions

Unit 4: Multiplication and Division With Multi-Digit Whole Numbers

Unit 5: Place Value Patterns and Decimal Operations

Unit 6: More Decimal and Fraction Operations

Unit 7: Shapes on the Coordinate Plane

Unit refresh videos

Unit 1

  • Sub-Unit 2 – Answering the Question “Are There Enough?”
  • Sub-Unit 3 – Counting and Cardinality

Unit 2

  • Sub-Unit 1 – Comparing 2 Groups Using the Terms More, Fewer, and Same
  • Sub-Unit 2 – Counting Objects in Different Orders
  • Sub-Unit 3 – Making Groups to Represent Numerals
  • Sub-Unit 4 – Comparing Written Numbers

Unit 3

  • Sub-Unit 1 – Identifying Circles and Triangles in Different Sizes and Orientations
  • Sub-Unit 2 – Using Positional Words to Describe the Location of Shapes

Unit 4

  • Sub-Unit 1 – Adding and Subtracting Within 10
  • Sub-Unit 2 – Representing Addition and Subtraction Story Problems
  • Sub-Unit 3 – Finding the Values of Expressions

Unit 5

Unit 1

  • Sub-Unit 1 – Organizing Data to Count How Many in Each Category
  • Sub-Unit 2 – Counting on to Add and Counting Back to Subtract
  • Sub-Unit 3 – Representing 2 Categories of Data With Addition Equations

Unit 2

  • Sub-Unit 1 – Representing and Solving Add To, Change Unknown Story Problems
  • Sub-Unit 2 – Using Addition or Subtraction to Find an Unknown Part of a Total Amount
  • Sub-Unit 3 – Solving Compare, Difference Unknown Problems
  • Sub-Unit 4 – Making Sense of Story Problems With Different Questions

Unit 3

  • Sub-Unit 1 – Finding a Difference Using the Relationship Between Addition and Subtraction
  • Sub-Unit 2 – Using the Structure of Teen Numbers to Find Missing Addends
  • Sub-Unit 3 – Breaking Apart Addends to Make 10 When Adding
  • Sub-Unit 4 – Subtracting From Teen Numbers in Parts to Get to 10

Unit 4

  • Sub-Unit 1 – Adding a Ten To and Subtracting a Ten From Multiples of 10
  • Sub-Unit 2 – Representing and Writing Two-Digit Numbers
  • Sub-Unit 3 – Comparing Two-Digit Numbers
  • Sub-Unit 4 – Representing the Same Two-Digit Number With Different Amounts of Tens and Ones

Unit 5

  • Sub-Unit 1 – Adding a Number of Tens or Ones to a Two-Digit Number
  • Sub-Unit 2 – Adding a Two-Digit Number and a One-Digit Number When Composing a Ten is Necessary
  • Sub-Unit 3 – Adding a Two-Digit Number and a Two-Digit Number When Composing a Ten is Necessary

Unit 1

  • Sub-Unit 1 – Choosing Strategies to Add Within 20
  • Sub-Unit 2 – Representing Data in a Picture Graph and Bar Graph
  • Sub-Unit 3 – Finding the Difference Between 2 Categories Shown on a Bar Graph

Unit 2

  • Sub-Unit 1 – Strategies to Solve Story Problems Involving Money
  • Sub-Unit 2 – Decomposing a Ten When Subtracting by Place
  • Sub-Unit 3 – Making Sense of Story Problems About Comparing That Use the Word More
  • Sub-Unit 4 – Making Sense of One- and Two-Step Story Problems

Unit 3

  • Sub-Unit 1 – Measuring the Length of an Object in Centimeters Using a Ruler
  • Sub-Unit 2 – Measuring Objects in Inches and Feet
  • Sub-Unit 3 – Representing Measurement Data on a Line Plot

Unit 4

  • Sub-Unit 1 – Locating Numbers on Number Lines
  • Sub-Unit 2 – Representing Addition and Subtraction Strategies on a Number Line

Unit 5

  • Sub-Unit 1 – Composing Hundreds to Represent Three-Digit Numbers
  • Sub-Unit 2 – Comparing Three-Digit Numbers

Unit 1

  • Sub-Unit 1 – Representing Equal-Groups Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing Arrays With Multiplication Equations
  • Sub-Unit 3 – Representing Data Using Scaled Bar Graphs

Unit 2

  • Sub-Unit 1 – Determining the Area of a Rectangle Using Counting and Skip Counting
  • Sub-Unit 2 – Determining the Area of a Rectangle Using Multiplication
  • Sub-Unit 3 – Decomposing to Determine the Area of Rectilinear Figures

Unit 3

  • Sub-Unit 1 – Using the Expanded Form and Partial Sums Algorithms to Add
  • Sub-Unit 2 – Using the Expanded Form Algorithm to Subtract
  • Sub-Unit 3 – Rounding Numbers to the Nearest Hundred and Ten Using Number Lines
  • Sub-Unit 4 – Representing and Solving Two-Step Story Problems Involving Multiplication

Unit 4

  • Sub-Unit 1 – Representing Division Situations With Equal-Groups Drawings
  • Sub-Unit 2 – Representing an Equal-Groups Problem With a Division and Multiplication Equation
  • Sub-Unit 3 – Using the Distributive Property of Multiplication to Multiply a One-Digit Number by a Teen Number
  • Sub-Unit 4 – Decomposing Dividends to Divide

Unit 5

  • Sub-Unit 1 – Writing Unit and Non-Unit Fractions
  • Sub-Unit 2 – Locating Non-Unit Fractions on the Number Line
  • Sub-Unit 3 – Identifying Equivalent Fractions
  • Sub-Unit 4 – Comparing Fractions With the Same Denominator or Same Numerator

Unit 1

  • Sub-Unit 1 – Using Factor Pairs to Determine All the Possible Side Lengths of a Rectangle With a Given Area
  • Sub-Unit 2 – Finding Multiples and Common Multiples

Unit 2

  • Sub-Unit 1 – Locating Fractions with Different Denominators On the Same Number Line
  • Sub-Unit 2 – Using Multiples or Factors to Determine Equivalent Fractions
  • Sub-Unit 3 – Comparing Fractions Using Equivalent Fractions With Common Denominators

Unit 3

  • Sub-Unit 1 – Adding and Subtracting Fractions with the Same Denominator
  • Sub-Unit 2 – Multiplying Whole Numbers and Fractions
  • Sub-Unit 3 – Adding Fractions with Denominators of 10 and 100

Unit 4

  • Sub-Unit 1 – Writing Fractions With Denominators of 10 and 100 as Decimals
  • Sub-Unit 2 – Relationships Between Place Values in Multi-Digit Whole Numbers
  • Sub-Unit 3 – Comparing Multi-Digit Numbers
  • Sub-Unit 4 – Using the Standard Algorithm to Subtract When Decomposing is Required

Unit 5

  • Sub-Unit 1 – Representing Multiplicative Comparison Situations
  • Sub-Unit 2 – Converting Measurements in the Metric System
  • Sub-Unit 3 – Comparing Measurements

Unit 1

  • Sub-Unit 1 – Using the Layered Structure of a Rectangular Prism to Determine the Volume
  • Sub-Unit 2 – Determining the Volume of a Rectangular Prism
  • Sub-Unit 3 – Determining the Volume of Figures Composed of Rectangular Prisms

Unit 2

  • Sub-Unit 1 – Representing Equal-Sharing Story Problems with Fractional Quotients
  • Sub-Unit 2 – Representing Fractions with Equivalent Multiplication and Division Expressions
  • Sub-Unit 3 – Determining the Area of a Rectangle With a Fractional Side Length

Unit 3

  • Sub-Unit 1 – Representing Multiplication of 2 Unit Fractions with Diagrams
  • Sub-Unit 2 – Dividing Whole Numbers by Unit Fractions

Unit 4

  • Sub-Unit 1 – Multiplying Multi-digit Whole Numbers Using the Partial Products and Standard Algorithms
  • Sub-Unit 2 – Dividing Multi-Digit Whole Numbers Using Partial Quotients
  • Sub-Unit 3 – Representing Multi-Step Story Problems with Equations

Unit 5

  • Sub-Unit 1 – Comparing Decimals
  • Sub-Unit 2 – Using the Standard Algorithms to Add and Subtract Decimals
  • Sub-Unit 3 – Multiplying a Whole Number and a Decimal Using the Distributive Property
  • Sub-Unit 4 – Dividing Whole Numbers by Decimals Less Than 1

Access Amplify Desmos Math California at home.

In addition to a print Student Edition workbook, your student will have digital access to all learning, practice, and assessment materials through the Amplify platform. The digital curriculum can be accessed in school and at home by following these instructions:

  • Click the Amplify Desmos Math California button.
  • Select Log in with Amplify.
  • Enter your student’s username and password provided by your student’s teacher.
  • Select the desired grade level.

Once logged in, caregivers can view student work by opening previous assignments.

Learn how to navigate the student home page.

Materials overview

Amplify Desmos Math California address blended learning with supporting print materials and a unique digital experience. All K–5 lessons are available in a write-in Student Edition book. Many of the lessons include hands-on activities with manipulatives, tools that help students understand abstract concepts by making them tangible. Your student will also work with digital devices for an age-appropriate number of lessons.

When students use devices, teachers can monitor their work in real time, making sure they get the exact support that they need at every part of the lesson, in and outside of class.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Components of a lesson

Students in an Amplify Desmos Math California classroom can be seen (and heard!) asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

A typical Amplify Desmos Math California lesson includes:

  • Warm-up: A short, attention-getting problem to pique students’ interest in the lesson.
  • Activities: One to two mini-activities that challenge students’ problem-solving skills.
  • Synthesis: Discussion to review and bring together the important concepts from the lesson.
  • Show What You Know and Reflection: Questions for students to show what they know from the lesson. (Note: The Show What You Know lesson assessment is optional for kindergarten and grade 1.)
  • Centers: Student-led activity stations that reinforce the math learned during lesson activities through interactive and often game-like formats. In kindergarten and grade 1, time for Centers is built into the last 15 minutes of every lesson.

To support, strengthen, and stretch students’ learning after the lesson, Amplify Desmos Math California offers options for:

  • Differentiation: Mini-Lessons, Centers, Extensions, Boost Personalized Learning, and Fluency Practice.
  • Practice: Additional problems your student’s teacher may assign for classwork or homework.

Support math learning at home.

You can support your student’s math learning outside of school in many ways:

Your student’s teacher may assign practice problems at the end of each lesson for classwork or homework. If your student has already completed the practice problems for the lesson, ask them to walk you through how they solved each problem, or talk about any parts that were challenging for them. Ask your student follow-up questions to encourage the use of math language as they explain their thinking, such as, “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students are stuck, ask support questions, such as, “What information do you know here?” or “How could you represent this problem?”

Your student’s teacher may introduce a Center game with students in the lesson or beyond the lesson. These games are aligned to the math of the unit and can be played with students outside of class. Your student’s teacher may introduce a Center game to students during or after completing a lesson, or you may need to teach the game before you play by using easy-to-follow instructions. Sign up for a free account to explore Centers and additional K–5 content in our Featured Collections.

Each unit in Amplify Desmos Math begins with a read-aloud story to engage students and provide context for the math of the unit. Elements and characters from the Unit Story then appear in lessons throughout the unit.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Relate math to daily activities at home, whether grocery shopping, preparing a meal, or planning for a trip to the store. Your student can help you figure out how many more apples there are than oranges in the grocery cart, show how to split a sandwich into fourths, or figure out how much change you’ll receive in exchange for a $10 bill. Encourage your student to point out ways that you use math in your daily tasks.

Remind your student that getting stuck is part of the process and a necessary—beneficial, even!—part of learning. Many students (and adults) fear making mistakes. But research shows that making mistakes helps our brains grow. When your student gets stuck on a problem, encourage them to keep trying different strategies, even if they’re not sure if they are right.

Get more information.

Have a question about Amplify Desmos Math California? Visit our help library to search for articles with answers to your program questions. For additional support, please contact your student’s teacher.

Welcome Reviewers, to Amplify Desmos Math!

Amplify Desmos Math 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.

Scroll to learn more about the program and explore sample materials.

About the program

We believe in math that motivates. Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. 

The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.

A powerful suite of math resources

Amplify Desmos Math combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

A digital interface displays a math screener report on the left and a math problem involving division, alongside a visual representation of students lined up on the right, integrating rich math resources from Amplify Desmos Math.

Screening and progress monitoring

mCLASS® Assessments, along with daily formative checks, measure not only what students know, but also how they think. The asset-based assessment system provides teachers with targeted, actionable insights, linked to core instruction and intervention resources.

Two side-by-side math activities for children: on the left, a caterpillar-themed block challenge, and on the right, a worksheet for finding pairs that sum to 10. These exercises are fantastic ways to amplify children's engagement with math concepts.

Core instruction

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 understandings for all students.

Two pages from a New York math textbook on determining coordinates after a rotation. Includes sections on modeled review, guided practice, and teacher's notes, with diagrams and examples that amplify the learning experience.

Differentiation and intervention

Integrated resources like Mini-Lessons, Fluency Practice, and Math Adventures provide targeted intervention on a specific concept or skill connected to daily instruction. Extensions are also available to stretch students’ understanding.
Boost™ Personalized Learning activities help students access grade-level math through engaging, independent digital practice. Responsive Feedback™ adjusts to students’ work, providing item-level adaptivity to further support their learning.

Two pages from a New York math textbook on determining coordinates after a rotation. Includes sections on modeled review, guided practice, and teacher's notes, with diagrams and examples that amplify the learning experience.

An approach that supports teachers

Clear, step-by-step instructional moves help teachers plan and teach student-centered lessons that use student thinking to differentiate instruction and guide to grade-level understanding. They include:

  • Guidance on what to listen for and how to respond.
  • Clear learning objectives to keep learning on track for each activity and lesson.
  • Daily reinforcement activities to provide direct instruction when needed.

A structured approach to problem-based learning

Problem-based learning asks students to make sense of and think strategically about mathematically interesting problems. This approach allows students’ ideas to take
center stage, so they are active and engaged in their learning process. Teachers are able to hear and respond to student thinking in real time, guiding and differentiating instruction right in the moment.

Moving from “I do, We do, You do” to “You do, We do, I do”
Lessons begin by activating student’s prior knowledge and curiosity, inviting them to explore the math, collaborate, and refine their thinking. By focusing on developing student thinking first, teachers can better connect ideas, guide learning, and synthesize learning objectives.

Lessons that are rigorous and delightful

Every lesson in Amplify Desmos Math is designed to put students at the center of their learning. Utilizing research-based best practices, students engage in meaningful work based on rich problems and real-world experiences.

Two young girls build with colorful blocks at a table while an adult woman observes and assists them in a classroom setting.

Warm-Up

Lessons begin by inviting every student to contribute to the mathematical discussion. Instructional routines are often used to build fluency, set the context, activate prior knowledge, or highlight a strategy that may be helpful in the lesson. 

Rich learning activities

Math knowledge is built through experiences and meaningful interactions. Students notice, wonder, explore, calculate, predict, measure, explain their thinking, use math to settle disputes, create challenges for their classmates, and more. Teachers serve as a guide, using a Launch, Monitor, Connect framework:

  • Launch: Teachers offer a short introduction to the problem or challenge
  • Monitor: As students work individually, in pairs, or in groups, teachers ask questions and provide support to move student thinking closer to the intended math goal.
  • Connect: Teachers connect student ideas to the Key Takeaway of the activity to help students synthesize and solidify the big ideas.

Synthesis

Teachers ensure that students end the lesson with accurate and enduring understandings of the math goal through synthesis of student ideas, explicit instruction, and reflection.

A short Show What You Know assessment allows students to show what they know about the learning goals of the lesson and reveal what they are still learning.

Differentiation and practice

Lasting understanding requires reinforcement. Every lesson offers Lesson Practice instructional recommendations to Support, Strengthen, and Stretch learning.

Two side-by-side math activities for children: on the left, a caterpillar-themed block challenge, and on the right, a worksheet for finding pairs that sum to 10. These exercises are fantastic ways to amplify children's engagement with math concepts.

Print for every lesson with engaging digital experiences

Whether in print or digital form, engaging interactions enable students and teachers to openly exchange ideas. Each lesson includes student print materials, interactive teacher Presentation Screens, and digital resources for practice and differentiation. Some lessons also use manipulatives or provide options for students to use devices individually or in pairs. Device recommendations for student use are age-appropriate, with more frequent usage in middle and high school.

Demo access

Please login to the digital platform to experience our full program as part of your review. In order to access the digital platform, you’ll need to log into using your unique login credentials below.

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password:
    • Username:
    • Password:
  • View the video for helpful platform navigation tips.

Assessments

By starting with what students already know, Amplify Desmos Math helps build a strong foundation for success to guide and support future learning. Teachers are empowered to transform every classroom into an engaged math community that invites, values, and develops student thinking. With explicit guidance on what to look for and how to respond, teachers can effectively support students as they develop their understanding.

Open math workbook showing an End-of-Unit Assessment with multiple-choice and written response questions on fractions and equivalent values.

Program assessments

A variety of performance data in Amplify Desmos Math provides evidence of student learning while helping students bolster their skills and understanding.

Unit-Level Assessments

Our embedded unit assessments 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.

Lesson-Level Assessments

Amplify Desmos Math lessons are centered around sense-making and in-the-moment feedback. Daily moments of assessment provide valuable evidence of learning for both the teacher and student.

Data and reporting

Amplify Desmos Math 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.

A table displays students' performance levels across various items, with a detailed score distribution for a specific assessment shown in a separate overlay. Geometric design elements accented the background, providing an engaging visual touch ideal for any math classroom using Amplify Desmos Math.

Assessment reports

Reporting functionality integrates unit assessments, lesson assessments, personalized learning, Benchmark assessments, and Progress Monitoring for a comprehensive look at student learning.

Our reports show proficiency and growth by domain, cluster, standard, and priority concept using performance data from unit assessments. Then our reports highlight areas of potential student need to allow teachers to modify their instruction and target differentiated support.

At-a-glance views of unit-level assessment results inform your instructional planning, and you can also drill down to item-level analysis.

Standards reports

Our standards report allows you to monitor proficiency at the class and individual student levels. Proficiency and growth are shown by domain, cluster, standard, and priority concepts. Areas of potential student need are highlighted to allow teachers to modify their instruction and target differentiated support.

Administrator reports

Amplify Desmos Math provides a complete picture of student, class, and district performance, allowing administrators to implement instructional and intervention plans.

  • Track student, class, and district performance with usage, completion, and assessment data.
  • Accurately group students and classes with the Benchmark and Progress Monitoring data of mCLASS Assessments and allow teachers to reliably implement and track the progress of Tier 2 and Tier 3 intervention.
  • Provide one data-driven solution that educators can rely on for high-quality math instruction.

Differentiation and intervention

Amplify Desmos Math views differentiation as an ongoing process where teachers are both reactive and proactive to student needs, ensuring that all students have clear pathways to proficiency. Through rich data and teacher support, Amplify Desmos Math uses flexible categories of intervention and enrichment that adjust daily according to student thinking.

In-the-moment differentiation supports are available for every lesson, both digitally and in the print Teacher Edition.

A teacher sits at a table with two students, using small objects and a workbook to provide individualized instruction during a Boost Math lesson in a classroom with large windows.
A table showing differentiation teacher moves with examples of representing groups in different ways, support prompts, and a stretch question about patterns with more teams.

In-lesson differentiation

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
Two pages from a math workbook on determining coordinates after a rotation, with diagrams, problem sets, and instructional text, displayed on a yellow and gray background.
A classroom teaching guide displays strategies for discussing pre-image and image in math, goals for a parallelogram lesson, and tips for supporting multilingual learners.

Multilingual/English Learner supports

Supports for multilingual/English learners (ML/ELs) are called out at intentiSupports for multilingual/English learners (ML/ELs) are called out at intentional points within each lesson. These suggested supports are specific, targeted actions that are beneficial for ML/ELs. They often describe a modification to increase access to the task or provide support with contextual or mathematical language development that can often be helpful to all learners. ML/EL supports may also be attached to Math Language Routines.onal points within each lesson. These suggested supports are specific, targeted actions that are beneficial for ML/ELs. They often describe a modification to increase access to the task or provide support with contextual or mathematical language development that can often be helpful to all learners. ML/EL supports may also be attached to Math Language Routines.

Math Language Development

Every lesson in Amplify Desmos Math includes opportunities for all students to develop mathematical language as they experience the content. Amplify Desmos Math 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.
  • 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.
Two girls sit at a table with open books, one making hand gestures while smiling, the other looking at her and giving a thumbs up. Behind them are shelves filled with books, capturing the lively atmosphere of a math classroom.
Digital educational material showing an activity named "Hamster Homes" involving tube length and platform heights for a hamster cage. Includes a diagram with platforms measuring 9 inches.

K-5 sample materials

Click the links in the drop-down sections below to explore sample materials from each grade. For a full program review, please login to the digital platform or request physical samples.

For helpful navigation tips and more program information, download the Amplify Desmos Math Program Guide.

You can also watch a product expert walk through a lesson and the available program components.

Cover of Amplify Desmos Math Grade K Teacher Edition featuring three children playing with math-related objects and a group of rabbits sitting nearby, aligning with the engaging curriculum seen in New York math classrooms.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 2, Sub-Unit 2: Counting and Comparing Images.

Cover of "Amplify Desmos Math: Student Edition Kindergarten," featuring an illustration of three children playing with math-related toys. A group of small white animals, possibly hamsters, play nearby. The scene brilliantly captures the joy of New York math exploration for young learners.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 2, Sub-Unit 2: Counting and Comparing Images.

Cover of "Amplify Desmos Math Grade K Centers Resources" featuring a large, stylized red and pink "C" on a light pink background with simple geometric designs. This distinctive cover complements New York math curriculums with its engaging visual elements.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

A digital activity screen, crafted in the style of Amplify Desmos Math, shows two paths with different quantities of mushrooms. The user is prompted to choose the path with more mushrooms. A bear is on the left side of the screen.

In this lesson, students apply their understanding of how to compare groups of images as they determine which group has more or fewer and then compare their strategies by guiding a bear through a path that has more mushrooms than the other.

Children interact with math activities on a large tablet while observing fish illustrations. The text reads "Amplify Desmos Math Grade 1 Teacher Edition, aligned with New York Math standards.

Skills Unit 2 Teacher Guide

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting Within 10.

Illustration of three children engaged in math activities from the "Amplify Desmos Math: Student Edition 1" textbook. One child holds a number card, while the others manipulate counters and images, experiencing an exciting approach inspired by New York math techniques.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting Within 10.

Cover of "Amplify Desmos Math Centers Resources" for Grade 1, featuring a yellow and white 3D letter "C" on a light background.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

An educational game screen, inspired by New York math standards, shows a subtraction problem, "4 - 1," with a frog moving along numbered lily pads to reveal the answer "3.

In this lesson, students find differences when subtracting 1 and 2 from the same number by helping a frog reach a lily pad where it can eat a bug.

Cover of the "Amplify Desmos Math" Grade 2 Teacher Edition, showcasing children measuring with rulers and a poster displaying a mathematical equation, set against whimsical scenery with a colorful dragon. Perfect for New York math classrooms.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting.

Cover of "Amplify Desmos Math Student Edition 2" showing three children performing a New York math activity with blocks and measurements.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 1: Adding and Subtracting.

Cover of an educational book titled "Amplify Desmos Math Grade 2 Centers Resources" featuring a green "C" on a light green background, perfect for enhancing New York math education.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

An educational activity where users must select the block with the correct number to make a total of 10 using the given block numbers. The UI, inspired by New York math standards, features a caterpillar and two tree stumps to amplify engagement with Desmos Math tools.

Students continue to develop fluency by finding the number that makes 10 by helping a millipede reach its favorite food – a clump of leaves!

Cover of a "Grade 3 Amplify Desmos Math Teacher Edition" book, featuring a cutaway building with diverse students and a teacher working on New York math problems and organizing materials.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Data on Scaled Graphs.

Cover of "Amplify Desmos Math Student Edition 3" showcasing illustrated children engaged in various mathematical activities inside a glass house structure, reflecting the dynamic energy of New York math.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Data on Scaled Graphs.

Cover of the Amplify Desmos Math Grade 3 Centers Resources book, featuring a 3D letter "C" in blue and white on a minimalistic background, perfect for aligning with New York math standards.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

A page titled "Activity 2" features a table showing counts of rabbits, raccoons, and foxes, an image of animal stickers, and a bar graph representing the number of each animal, designed to amplify your New York math lesson with engaging visual data.

Students compare data represented on bar graphs with different scales by using animal stickers to create scaled bar graphs.

Cover of "Amplify Desmos Math: Teacher Edition Grade 4" showing children learning New York Math outdoors, using large mathematical tools and numbers, with one child in a wheelchair.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 2: Using Factors and Multiples.

Cover of "Amplify Desmos Math: Teacher Edition Grade 4" showing children learning New York Math outdoors, using large mathematical tools and numbers, with one child in a wheelchair.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 2: Using Factors and Multiples.

Cover of the "Amplify Desmos Math" Grade 4 Centers Resources book, featuring a large, stylized blue letter "C" on a light blue background. This essential resource for New York math educators ensures engaging and effective instruction.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

Interactive educational activity asking users to determine platform heights using a 3-inch tube. The interface, inspired by Desmos math tools, features a dragging function and feedback system with a checkbox and "Try another" option, amplifying the learning experience.

Students choose tube lengths to connect to platform heights for hamster homes, identifying possible heights using what they know about multiples.

Illustration of three students engaging with various math activities outdoors and around large blocks. Text at the top reads "Amplify Desmos Math, Grade 5, Teacher Edition" - a perfect resource for New York math educators.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you review the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Volume of Solid Figures.

Cover of "Amplify Desmos Math: Student Edition, Grade 5" featuring students engaged in various mathematical activities outside, such as block building, measuring, and gardening—a perfect resource aligning with New York math standards.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 1, Sub-Unit 3: Volume of Solid Figures.

Cover image of "Amplify Desmos Math Grade 5 Centers Resources" featuring a large purple letter C on a light purple background, showcasing the innovative approach of Amplify Desmos Math that's making waves in New York math education.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Centers Resources, Additional Practice, and Math Language Development Resources.

An interactive screen showing an activity about decomposing a figure into prisms, with a touch of Desmos Math integration. The user is asked to drag points to demonstrate the decomposition. Two prism illustrations are displayed, offering a glimpse of New York Math's approach.

Students decompose a figure into rectangular prisms and determine the volume of the figure by adding the volumes of the individual prisms.

6-A1 sample materials

Click the links in the drop-down sections below to explore sample materials from each grade. For a full program review, please login to the digital platform or request physical samples. 

For helpful navigation tips and more program information, download the Amplify Desmos Math Program Guide.

You can also watch a product expert walk through a lesson and the available program components.

A laptop displays a math warm-up activity with shapes and a scale, in front of two Amplify Desmos Math teacher edition books for grades 1 and 7.
Cover of the Grade 6 Amplify Desmos Math Teacher Edition, showcasing students engaging in various mathematical activities around a balance scale with variables, inspired by New York math educational standards.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 1: Solving Equations.

Cover of “Amplify Desmos Math, Student Edition, Grade 6” featuring an illustration of children engaging in various New York math-related activities outdoors.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 1: Solving Equations.

Cover image of "Amplify Desmos Math" for Grade 6, featuring a 3D pink letter "I" and the text "Intervention and Extension Resources." This New York math edition supports students with comprehensive resources.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A digital math activity shows foxes on a seesaw balanced with 18-pound weights. A multiple-choice question and text box ask for the weight of a fox in pounds.

Students use equations and tape diagrams to represent seesaw situations and to determine unknown animal weights, helping them make connections between diagrams that represent equations of the form `x+p=q` or `px=q`.

Cover image of "Amplify Desmos Math Teacher Edition Grade 7" featuring an illustration of students engaging in math-related activities with geometric shapes and construction elements against a New York cityscape background.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 3: Inequalities.

Cover of "Amplify Desmos Math, Student Edition, Grade 7" showing students engaged in math activities against a cityscape reminiscent of New York, with purple geometric structures and a crane in the background.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 3: Inequalities.

Cover of "Amplify Desmos Math: Grade 7 – Intervention and Extension Resources" featuring a stylized 3D "I" on a light purple background, ideal for both New York math and national curricula.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A digital math activity screen shows a character above a number line and a box with the inequality "x > -10" entered. A cursor points to the "Edit my response" button.

Students solve inequalities with positive and negative coefficients to solve a variety of challenges featuring a fictional sheep who eats grass according to an inequality.

Illustration of children engaging in learning activities outdoors near a large slide. The title "Amplify Desmos Math Grade 8 Teacher Edition" is shown at the top, highlighting its relevance to New York math curriculum standards.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 2: Analyzing Numerical Data.

Cover of the "Amplify Desmos Math" Student Edition for Grade 8, featuring students engaging in various mathematical activities in a stylized outdoor New York setting.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from a complete sub-unit on this site: Unit 6, Sub-Unit 2: Analyzing Numerical Data.

Cover of "Amplify Desmos Math Grade 8: Intervention and Extension Resources" featuring a stylized "I" on a gray background, tailored for New York math standards.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A graph plots four robot colors by height and eye distance; on the right, matching colored robots stand side by side, labeled Red, Purple, Blue, and Green.

Students connect points on a scatter plot with individuals in a population and rows of data in a table. The analysis of scatter plots continues with data about the eye distances and heights of robots.

Cover of "Amplify Desmos Math: Algebra 1, Teacher Edition" featuring diverse characters engaged in mathematical activities, with a graph and a bridge in the background, illustrating the vibrant energy of New York math.

Teacher Edition

Planning and instructional guidance is visual, organized, and easy-to-follow. To help you preview the program, we have included samples from two complete sub-units on this site: Unit 2, Sub-Units 1–2: One-Variable Equations and Multi-Variable Equations.

Cover of "Amplify Desmos Math" Student Edition A1, featuring an illustration of diverse characters engaging in New York math activities against a backdrop of graphs and mathematical concepts.

Student Edition

Motivate students with mathematics that is both rigorous and delightful. To help you preview the program, we have included samples from two complete sub-units on this site: Unit 2, Sub-Units 1–2: One-Variable Equations and Multi-Variable Equations.

Cover of an Amplify Desmos Math Algebra 1 ancillary sampler, featuring students interacting with graphs and mathematical models, including a rocket and a parabola.

Ancillary sampler

Included in the ancillary sampler are examples from the program Assessment Resources, Intervention and Extension Resources, Additional Practice, and Math Language Development Resources.

A math activity screen shows a cartoon snail, purple blocks, and a table comparing blocks and a math equation; a cursor hovers over the "Edit my response" button.

Students represent the solutions of a situation using a table, a graph, and multiple forms of an equation to identify multiple combinations of blocks that can help Shelley the Snail cross a gap.

New Mexico ELA review Amplify ELA (6–8)

Thank you for taking the time to review Amplify ELA for New Mexico. Below you’ll find access to our print and digital materials as well as other resources to support your review and allow you to experience our program.

Illustration of a diverse group of people and nature elements, featuring a prominent figure with floral hair decorations and a scene of communal interaction in the background.

Program overview presentation

Amplify ELA is a blended English language arts curriculum designed specifically for grades 6–8. With Amplify ELA, students learn to tackle complex text, make observations, grapple with interesting ideas, and find reading relevance for themselves.

Online platform videos

The content and instruction in Amplify ELA’s digital program mirrors the content provided in the print Teacher Guides and Student Editions. Additionally, the digital program offers enhanced opportunities to engage students through the use of multimedia and a variety of learning apps. Teachers will also find embedded apps that make it easy to score student work, provide feedback, differentiate instruction, and report on progress.

Download this teacher navigation guide and watch this video walkthrough to support your digital review.

Key program features

Amplify ELA’s structured yet flexible lessons are grounded in regular routines while still allowing for a variety of learning experiences and continuous student engagement.

Take a closer look at the program’s structure and the sequence of activity types that appear in a typical lesson.

Amplify ELA features high-quality lessons grounded in great books, with powerful multimedia tools to immerse young adolescents in reading, writing, and speaking.

Our rich and relevant texts are more than just excerpts. With more than 700 full titles in our digital library plus a variety of Novel Guides, Amplify ELA engages and inspires middle schoolers with great works, including poetry, rhetoric, and Spanish selections.

Amplify ELA’s new, hybrid curriculum can be used in classrooms with limited access to devices. Our engaging print highlights the many digital experiences that can be shared with students through classroom projections. Teachers can make choices about when their students use devices without compromising learning and while providing 100% standards coverage.

Download the Remote and Hybrid Learning Guide to learn how we support in-person, remote, and hybrid instruction.

Based on individual student needs and performance measures within Amplify ELA reports, teachers are able to select the differentiation level that’s best for each student. When students reach an activity, the platform delivers the assigned differentiation, allowing all students to experience the same lesson with supports tailored to their unique needs.

What’s more, when logging in each morning, teachers will be greeted by their Amplify ELA Homescreen where they can view a snapshot of student performance, access reports, see which students are struggling, and easily return to where they left off the day before.

  • Our close reading apps bring texts to life for students. Students zoom in on specific moments of the text and map out character traits, trace emotions throughout a text, and gather evidence to build a case. These apps are also flexible so teachers can create their own activities for Amplify ELA core texts, texts in the library, and texts they bring in from other sources.
  • The Vocab App strengthens vocabulary skills with fun and fully differentiated adaptive games, repeated encounters with new words across multiple contexts, and an interactive stats page that helps students track their own progress.
  • Quests are fun, week-long explorations that help students practice analytical reading, writing, speaking, and listening skills while building a strong classroom community. In each Quest, students step into the world of the text they have been reading. They interact with different complex texts in multiple formats and media, gather evidence from these texts and interactions with classmates, and work together to achieve the Quest goal.

With Amplify ELA, your students will benefit from embedded assessments that maximize instructional time and allow them to keep learning without the disruption of step-away performance tests.

And as students complete activities within lessons and units, Amplify ELA teacher and admin reports provide a continuously updated picture of how each student is progressing with key skills and standards. Data is gathered from daily learning moments, allowing you to keep teaching while building a clear understanding of student performance.

Providing feedback has never been easier. With Classwork, teachers can review student writing and multiple choice answers and easily add scores and comments (and even emoji!) all in one place, giving students the immediate feedback they need to further develop their confidence and literacy skills.

Additional materials to support your review

Oregon Math State Review for 9–12

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Oregon Math State Review for 6–8

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Families & Caregivers — Welcome to Amplify Desmos Math New York for grades K–5!

This is the initial version of the Caregiver Hub for Amplify Desmos Math New York. Para la versión en español, haga clic aquí.

Welcome to the Amplify Desmos Math New York K–5 Caregiver Hub for grades K–5. We’re so excited your student’s school has chosen our program! We designed this space to help you support your student in their math journey this year. Your hard work plays an essential role in your student’s math experience.

We hope your student enjoys using technology to explore math, working with friends to solve problems, and learning all sorts of new and interesting concepts. And we hope you love experiencing it with them!

Excited to learn together,
—The Amplify Desmos Math team

A math activity interface instructs to determine platform heights using a tube length. A student workbook titled "Amplify Desmos Math, New York, Volume 1" featuring children playing is also visible.

Introducing Amplify Desmos Math

Amplify Desmos Math is a core math curriculum built for kindergarten through grade 5. We developed the program around the idea that a structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. Each lesson offers opportunities to develop students’ understanding; connect their ideas; grow their skill fluency; and empower them to ask questions, explore, and make discoveries.

Amplify Desmos Math uses a student-centered approach to instruction, which has been proven to significantly increase math learning. Our mission is for your students to learn math—and to love learning math!

In every lesson, the Amplify Desmos Math curriculum poses engaging and relevant problems to solve, giving students daily opportunities to think critically, work collaboratively, and actively participate in their own learning.

Screenshot of the Amplify Desmos Math New York, K-5 section on the Desmos Classroom website displaying a list of ADM lessons for different grade levels.

About student-centered math instruction

Student-centered instruction may look different from the way students have learned math in the past, and perhaps from the way you learned math. Instead of memorizing formulas and tricks, student-centered learning focuses on giving students opportunities to figure out how math works. Research shows that students and teachers alike prefer this method, and teachers report that student-centered instruction has helped their students learn more math.

A diverse group of students, one wearing a unicorn headband, looks at a teacher pointing to an amplify math bar graph on a board.

This way of learning helps students:

  • Understand how math concepts work.
  • Remember what they learn in class and apply their knowledge to new situations.
  • Perform better on standardized tests and have more growth in their grades than their peers who learn through other methods.
  • Learn to communicate in writing and verbally, understand and challenge the opinions of others, and build confidence in solving new problems.
  • Develop key skills for success in college and the workplace, like using technology, completing projects independently and with others, and persevering through difficult problems.

What materials do students use?

Amplify Desmos Math supports blended learning with supportive print materials and a unique digital experience. All Amplify Desmos Math K–5 lessons are available in a write-in Student Edition book. Many of the lessons are designed to include hands-on activities with manipulatives. An age-appropriate number of lessons are designed for students to use digital devices like laptops or tablets. These include enhanced digital experiences that teachers can assign to students.

Three animated women of diverse ethnicities smiling and discussing a math curriculum around a laptop at a table, with colorful abstract shapes in the background.

Here’s what you can expect for your students from Amplify Desmos Math:

  • Lessons that drive classroom discussions so students can work toward a shared understanding and sense of community.
  • Responsive feedback that interprets student responses in context and encourages perseverance and revision.
  • Easy-to-follow lesson plans tested in classrooms across the country, with clear teaching suggestions, strategies, and Math Language Routines.
  • Practice problems to support fluency and help students review previous topics.
  • Recommended differentiation suggestions for teachers so that they can meet the needs of diverse learners.
  • Formative assessments that provide information on student understanding so that they can adjust their instruction to meet the needs of all students in their class.
  • Summative assessments that help teachers understand what students know about the math content they have been learning.
  • Daily lesson-level assessments so that teachers can frequently check for understanding.
  • A caregiver resource for each unit that includes explanations of key math concepts and problems to try with your student.

When students use devices, teachers can monitor students’ work in real time, making sure they get the exact support that they need at every part of the lesson, in and outside of class. Here is a sample of what a teacher sees on their dashboard to help them monitor thinking and support student learning.

Screenshot of a digital class attendance and activity tracker with student names and checkboxes indicating their participation in various New York math tasks.

Students are also able to access their digital work at home. Here’s an article on how to navigate the student home page.

What does a lesson look like?

Students in an Amplify Desmos Math classroom can be seen (and heard!)—asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

Two students, one male and one female, are sitting at a desk with a laptop, discussing a project under a "math club" sign, with speech bubble icons above them.

Here’s what a typical Amplify Desmos Math lesson includes:

  • Warm-up: A short, attention-getting problem to get students interested in the lesson.
  • Activities: 1-2 mini-activities that challenge students’ problem-solving skills.
  • Synthesis: Discussion to review and bring together the important concepts from the lesson.
  • Show What You Know and Reflection: Questions for students to show what they know from the lesson. (Note: The “Show What You Know” lesson assessment is optional for the teacher to assign in kindergarten and grade 1)
  • Centers: Student-led activity stations that reinforce the math learned during lesson activities through interactive and often game-like formats. In kindergarten and grade 1, time for Centers is built into the last 15 minutes of every lesson.

Here’s what is available after the lesson to support, strengthen, and stretch students’ learning:

  • Differentiation: Mini-lessons, Centers, extensions, personalized learning, and fluency practice.
  • Practice: Additional problems your student’s teacher may assign for classwork or homework.

How can caregivers support math learning at home?

Use our Unit Support for Caregivers

We’ve created a Caregiver Resource for every unit of the program that provides a summary of key concepts, plus a problem from the lesson practice set you can work through with your student. Within each of the grade-level links below, you’ll find a Caregiver Resource document for each unit, in both English and Spanish.

Grade 1
Unit 1: Adding, Subtracting, and Working With Data
English
Spanish

Grade 3
Unit 1: Introducing Multiplication
English
Spanish

Grade 5
Unit 1: Volume
English
Spanish

Review practice problems together

Your student’s teacher may assign practice problems at the end of each lesson for classwork or homework. If your student has already completed the practice problems for the lesson, ask your student to walk you through how they solved each problem, or talk about any parts that were challenging for them. Ask your students follow-up questions to encourage the use of math language as they explain their thinking, such as: “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students are stuck, ask support questions such as, “What information do you know here?” or “How could you represent this problem?”

Getting stuck is okay!

Emphasize that getting stuck is part of the process and a necessary part of learning. Many students (and adults!) fear making mistakes. However, research shows that making mistakes helps your brain grow more. When your student gets stuck on a problem, encourage them to try different strategies, even if they are not sure if they are right.

Find the math in everyday life.

Relate math to daily activities at home, whether grocery shopping, preparing a meal, or planning for a trip to the store. Your student can help you figure out how many more apples there are than oranges in the grocery cart, show how to split a sandwich into fourths, or figure out how much change you’ll receive in exchange for a ten dollar bill. Encourage your student to point out ways that you use math in daily tasks.

Read the Unit Story with your student.

Each unit in Amplify Desmos Math K–5 begins with a read-aloud story to engage students and provide context for the math of the unit. Elements and characters from the Unit Story then appear in lessons throughout the rest of the unit.

Access our Featured Collection of free K–5 Lessons and Activities.

Explore our latest free K–5 content in our Desmos Classroom Featured Collection. With our free collection, you can access:

  • Digital Lessons: Engaging interactive lessons
  • Mini-Lessons: A mix of print and digital activities designed for small-group instruction
  • Math Routines: Short digital activities to kick-start instruction and encourage math discussions
  • Bite-Sized Math Moments: Digital practice activities that use Polypad virtual manipulatives, designed to be used flexibly

Click here to access the collection and sign up for a free account.

How do caregivers access the program at home?

Your student will have access to all learning, practice, and assessment materials through the Amplify platform. Students can access the digital curriculum in school and at home by following these simple instructions.

  • Click the orange Login to Amplify Desmos Math button below.
  • Select Log in with Amplify.
  • Enter your student’s username and password provided by your student’s teacher.
  • Select your student’s grade level.

What’s new

The Tech User Manual has been updated for EOY.

About mCLASS in Louisiana

The Louisiana Department of Education is committed to providing literacy instruction for all by:

  • Aligning core curriculum, instruction, and assessments with the Science of Reading.
  • Providing appropriate literacy interventions to address difficulty with reading development.
  • Implementing practices based on the Science of Reading in every classroom, every day.
  • Offering aligned resources to parents, guardians, and family members.

Built on decades of research at the Center on Teaching and Learning at the University of Oregon (a national center for early childhood assessment and instruction), the mCLASS suite meets Louisiana’s early literacy goals for its students with a robust core curriculum and a suite of reporting, grouping, lesson, and caregiver support features.

DIBELS measures at each grade level 
Measure Grade K Grade 1 Grade 2 Grade 3
Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

Enrollment resources

EOY enrollment timeline: 

  • 3/3- 3/17: Admin Portal closed 
    • Students and staff are still able to log into mCLASS
    • Students are still able to assess Progress Monitoring
    • No EOY assessments taking place at this time 
    • Data Reporting (classroom and aggregate reports) is still available
  • 3/18: Admin Portal reopens 
  • 4/1: EOY begins

Student Transfers:

For instructions on transferring students into a district from a different district within the state, see the Transferring Students section of the Test Coordinator Manual: K–3 EOY.

To add students to your district who are transferring to your school from outside of LDOE, please follow the process in the Enrolling Students section of this article.

End of Year and G3 Summer window resources

  • Test Coordinator Manual (District and School Test Coordinators only): This manual provides instructions for administrative tasks for DTCs and STCs.
  • Test Administrator Manual for the Secure K–2 End of Year Literacy Assessment: This manual for Test Administrators provides instructions for administering the secure EOY assessment.
  • Test Administration Manual: Grade 3 End of Year Literacy Assessment:  This manual for Test Administrators provides instructions for administering EOY assessment to Grade 3 students.
  • Tech User Guide: This manual for District and School Technology Coordinators provides instructions for installing the safe browser (Windows/Mac) or kiosk mode applications (Chromebook) needed for secure EOY assessment.
  • Accessibility and Accommodations Manual: This manual includes information about the accessibility features offered for secure EOY assessment, as well as the standard DIBELS 8th Edition Accommodations.
  • For information about student demographics in the Admin Portal, see LDOE Admin Portal: Demographics.
  • New Troubleshooting for ChromeOS Kiosk Mode guide is available for Technology Coordinators supporting Test Administrators who encounter an error message when launching the Chrome kiosk mode applications.

How to: Install the Safe Exam Browser

This section provides instructions for installing the Safe Exam Browser (SEB), which is needed to assess K-2 students during EOY in Louisiana. Depending on your device type, download the SEB app from the Apple App Store or this site.

If you are using a Chromebook, you will use kiosk mode instead of the SEB. The Tech User Guide includes instructions for installing the applications needed to use kiosk mode, as well as instructions for installing the SEB and additional information to set up devices for secure End of Year (EOY) assessment.

Windows

Browser: Chrome (latest 2 versions)

iPad

  • Navigate to Safe Exam Browser in the App Store on your iPad.
  • Tap the Safe Exam Browser app icon to open the app page.
  • Tap Get to download and install the app.
  • For instructions on installing the SEB, see the Tech User Manual.

macOS

  • Download the DMG file.
  • Depending on your browser, a download page may open in a new tab, displaying the download progress. When the download is complete, close the tab. 
  • For instructions on installing the SEB, see the Tech User Manual.

Progress Monitoring

This guide provides instructions for administering progress monitoring (PM) assessments in Louisiana schools. 

Please note that the steps for accessing and administering PM assessments are different for schools with an mCLASS Intervention license than for schools that do not have an mCLASS Intervention license.

Amplify Tutoring: HDT driven by mCLASS data

An adult and child sit at a table, smiling and giving each other a high five. The child wears blue headphones and a laptop is on the table. The background is light blue.

Grounded in evidence-based practices and taught by caring, consistent tutors, our high-impact tutoring programs use high-quality instructional materials and data-driven mCLASS® products to empower students.

  • Data-driven, personalized instruction
  • Research-backed solutions tailored to support your MTSS framework
  • Customizable–before, during or after school year-long, semester-long and summer programming
  • Comprehensive program management and staffing support

Professional development

Amplify professional development (PD) provides learning experiences that intentionally develop the knowledge and skills you need for effective and self-sustaining implementation.

Go to the PD Library to access self-paced online courses, webinar recordings, videos, and more to help you learn how to administer and score the assessment and develop a deeper understanding of reporting and instruction.

If you are interested in purchasing additional PD for your school or district, please reach out to your account executive.

Additional mCLASS information

mCLASS gives you instant results and clear next steps for each student. Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

View the EOY mCLASS Reporting Guide to learn more.

View the BOY/MOY mCLASS Reporting Guide to learn more.

Additional resources around mCLASS reporting can be found by navigating to the Programs & Apps section and then selecting PD Library

Graph showing emma ashley's progress in letter sounds from august to may, starting well below benchmark at 20, reaching 74 by december, and surpassing the benchmark with 90 in may.

To continue your own professional learning around the Science of Reading, join your colleagues who’ve subscribed to our podcasts and communities!

Science of Reading: The Podcast delivers the latest insights from researchers and practitioners in early reading. Further your professional development with each episode by subscribing and downloading now.

Science of Reading: The Community is built for those committed to fostering conversation around the Science of Reading and implementing best practices in the classroom (including the virtual classroom).

What does classroom instruction look like when it is based on Science of Reading practices? We’ve outlined a Science of Reading action plan to guide your evaluation in our new FREE ebook, Science of Reading: Making the shift.

A presentation slide titled "Science of Reading: Making the shift" with subtitle "Surveying classroom instruction" and colorful ribbon graphics.

The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to help students at home during remote learning. Our mCLASS parent/caregiver letters in English and Spanish ensure that families know how to best support their students.

Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

mCLASS support

Our chat agents are standing by to assist you!
Simply log in at my.amplify.com/login/louisiana and select the orange button in the lower right corner to chat live with our support team.

Important note:
Our support hours are Monday through Friday, 7 a.m. to 6 p.m. CT.

Check out the DIBELS 8 LDOE Help Center for more help at any point during implementation.

A laptop screen displaying the AmplifyELA program with sections for different grade levels and core units, featuring colorful icons and a menu on the left side.

Additional Amplify products

Get in touch with us to learn more about bringing other high-quality Amplify programs to your school or district.

Oregon Enhanced ELA State Review for K–5

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Welcome, Amplify Caminos families!

We’re excited to welcome you and your student to the Amplify Caminos program for the new school year, and to provide your student with exceptional learning opportunities through our program. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.

Para la versión en español, haga clic aquí.

What is Amplify Caminos?

Amplify Caminos is an authentic elementary Spanish language arts program for Grades K–5, grounded in the Science of Reading and built from the ground up for the Spanish language.

We’ve designed Amplify Caminos around topics that interest kids, from science to world history to great literature and art. Students connect what they learn across units and grades, deepening their understanding and engagement each year.

Getting started

There are a few ways you can support the student in your care:

  • If possible, read with them daily; even 15 minutes of reading together each day can create a huge impact.
  • Read sections of the text aloud together. If your student struggles, you might try reading the text to them with expression, and then have them read it aloud back to you.
  • Find moments to discuss what they are reading and discovering in class. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was your takeaway from the author’s passage? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life or other issues you’ve heard about?
  • Listen to your student read their written responses or have them share with a friend over video chat.
  • Review this Protecting Kids Online article by the Federal Trade Commission addressing digital safety.

Logging in

Grade K–2 students

K–2 students will be able to log in with Shared Credentials created and provided by the teacher.

On each student device, go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Shared student logins provide K–2 students using the Amplify Caminos Hub and students who aren’t yet enrolled by their school or district a way to access Amplify’s digital programs.

Grade 3–5 students

Go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Students in this grade band must be enrolled and have an appropriate license to access Student Home. Contact your student’s teacher for login information.

Materials overview

Some of Amplify Caminos’ digital curriculum may be accessible to your student at home, if internet access is available. Contact your student’s teacher for login information.

Student Readers

Amplify Caminos is a Spanish Language Arts (SLA) program, so the student readers are in Spanish and align to the Spanish code that is taught in Amplify Caminos. Those readers would only be available to teachers and students who are implementing Caminos in their SLA or Dual Language classroom.

Student Readers are uniquely designed to provide students with intensive practice while they read simple but authentic stories.

Student Readers are chapter books designed for kindergarten to second grade students to practice the sounds and spelling patterns they’ve just learned, along with commonly used Spanish words. This helps them understand what they read while enjoying engaging stories with interesting characters. For students in Grades 3–5, the Student Readers help improve close reading and other literacy skills by offering a range of content-rich stories and informative texts.

alt="Three book covers in Spanish, featuring colorful illustrations of children with animals in varied settings: a llama, a dog, and both rural and urban backgrounds, ideal for the Core Knowledge Language Arts curriculum."

Student Activity Books

As part of the daily lessons, these activity pages ask students to respond to the text they’ve read and apply skills and knowledge. They also include assessments (to which teachers have access) that track students’ skills development.

Illustration of a llama and desert elements on an orange background in the Amplify CKLA educational material, adjacent to a page teaching letter formation and number writing.

Caminos Hub for students

Students access multimedia resources and engage in a new digital experience on the Caminos Hub. They can access the Hub at home, in the classroom, and on the go, making it ideal for remote learning. It’s also compatible with laptops, Chromebooks, tablets, and desktops—we’ve even optimized it for mobile devices.

A digital educational interface shows two options: "sonidos" with a saxophone icon and "biblioteca" an open book icon, under the label "caminos" for grade 2.

Sonidos for Grades K–2

The Sonidos Library contains audio recordings of phonemes. Teachers can incorporate the Sonidos Library materials at any point into existing activities, at the start of skills lessons, or as a review to bring a sense of fun into the classroom.
The sounds in the library are organized by unit, and you can find the sounds for each unit by going through the tabs at the top of the screen. Each tab contains cards for each sound, on which you can play a recording of the sound by selecting the speaker icon.

Screenshot of an Amplify CKLA language learning app displaying vowel sounds with corresponding images: tree, ring, and sheep, labeled in Spanish, with a

Biblioteca

The Hub eReader is an easy way for kids to connect to the entire Caminos library of readers. A simple table of contents makes it easy to navigate longer books. Amplify Caminos e-books include the full set of Grade K–5 Student Readers.

Grid of eight illustrated book covers titled "caminos biblioteca de 2º grado," each depicting children in various settings, with "leer" buttons below each cover, part of the Core

Quests

In Grades 3–5, each grade contains a Core Quest. In these special units, all the normal rules of the classroom change, and students engage with language in surprising new ways. For example, in Grade 5, they learn to love the dense Shakespearian language of “A Midsummer Night’s Dream” through imagery, close reading, and performance.

Have a question about Amplify Caminos? 

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, please contact your student’s teacher.

Welcome, Amplify CKLA families!

We’re excited to welcome you and your student to the Amplify CKLA program for the new school year. We’ve assembled the following resources and guides to ensure your student has the most rewarding experience with our platform, and to help you support them throughout the year.

Para la versión en español, haga clic aquí.

Illustration of children reading, running, and jumping amid birds, greenery, letters, and a cityscape—capturing the joy of learning and connection to nature inspired by Amplify CKLA Espanol.

What is Amplify CKLA?

Amplify Core Knowledge Language Arts (CKLA) is a language arts program for grades PreK–5 that combines a multi-sensory approach to phonics with rich texts carefully sequenced to build content knowledge—all in support of students simultaneously learning to read and reading to learn.

Every day in grades PreK–2, Amplify CKLA students complete one full lesson that builds foundational literacy skills, as well as one full lesson that builds background knowledge. In grades 3–5, students start to master the skills of reading, further opening up their worlds.

Getting started

How you can support your student at home:

  • Read with your student daily. Even 15 minutes of reading together each day can have a huge impact.
  • Read sections of the text aloud together. If your student struggles, you might try reading the text to them with expression, then having them read it aloud back to you. For additional practice, watch the recorded Read-Alouds with your K–2 student or have your student in grades 3–5 use the Vocab App.
  • Find moments to discuss what they’re reading and learning. Examples of questions you could ask: What stood out to you from what you read today? What did you learn that you didn’t know before? Were any sentences or words confusing? What do you think the writer was trying to say? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you’re reading and your own life?
  • Ask your student to read their written responses. You could also have them share with a friend over video chat.
  • Review this Protecting Kids Online article by the Federal Trade Commission, which addresses digital safety.

Logging in

Students in grades K–2

K–2 students will be able to log in with Shared Credentials created and provided by the teacher.

On each student device, navigate to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Shared student login credentials allow K–2 students and those not yet enrolled by their school or district to access Amplify’s digital programs through the Amplify CKLA Hub

Students in grades 3–5

Go to learning.amplify.com.

Select “Log in,” then enter shared login credentials or select “Scan QR code” for QR code login. Students will be directed to Student Home, where they’ll be able to change their avatar and click on a mood emoji of the day! At Student Home, there will be an easy redirect link to the Student Hub.

Note: Students in this grade band must be enrolled and have an appropriate license to access Student Home. Contact your student’s teacher for login information.

Materials overview

Some of Amplify CKLA’s digital curriculum may be accessible to your student at home, if internet access is available. Contact your student’s teacher for login information.

Student Activity Books

As part of daily lessons, Student Activity Book pages are where students respond to texts they’ve read and apply their skills and knowledge.

Student Readers

Student Readers are uniquely designed to provide students with intensive reading practice with simple, authentic stories.

K–2 Student Readers are chapter books that allow students to practice just-learned sound-spellings within a reading experience that incorporates compelling plots and characters, settings, and illustrations. In grades 3–5, students develop close reading and other literacy skills through a variety of content-rich literary and informational texts.

A selection of illustrated Amplify CKLA Espanol book covers organized into three rows labeled Kindergarten, Grade 1, and Grade 2, with various titles displayed in each row.

CKLA Hub for students

At the Amplify CKLA Hub, both students and teachers can access our engaging and instructional multimedia—whether they’re at home, or in the classroom. Students use the Amplify Hub outside of school, either on their own or with a parent, for extra practice or just for fun!

Students can log into the Amplify Hub on their home devices with the same method they use in class.

A digital student dashboard for Grade 3 featuring two options: "Vocab" with a yellow character, and "Library" with an open book icon—designed to support Amplify CKLA Espanol learners.

Sound Library for Grades K–2

The Sound Library uses audio sounds, catchy songs, and animated articulation videos to help students learn and master sounds.

A digital interface displays illustrated sound cards, each showing a letter sound, example words, and a related image, with colored unit buttons above—perfect for supporting Amplify CKLA Espanol lessons.

Vocab App for Grades 3–5

The Vocab App is designed for independent practice with vocabulary. Students are encouraged to use the App’s game-like activities for practice, or as an extra challenge!

A digital flashcard interface for Amplify CKLA Espanol shows a stick figure beside a "GO" button, a word list on the right, and activity stats at the bottom.

Unit Overview samples

The following Unit Overviews provide samples of the units your student will be engaging with throughout the year.

Contact us

We’re here to help you!

Have a question about Amplify CKLA? 

Visit our help library to search for articles with answers to your program questions. 

For additional curriculum support, contact your student’s teacher.

Welcome, reviewers!

Thank you for taking the time to review Amplify ELA for grades 6–8. With Amplify ELA, we enable teachers to foster skills through texts and develop their students’ ability to build meaning through reading. Students dive into complex texts to make observations, grapple with interesting ideas, and find relevance for themselves.

Amplify ELA offers middle school teachers rich texts, opportunities to form better connections with their students through powerful differentiation and assessment tools, and step-by-step instructional guides and resources that save them time and simplify their days.

Illustration of a woman with long hair and earrings, eyes closed in a serene pose, surrounded by plants and butterflies.

Overview

This site will allow you to experience our blended program, with access to the Amplify ELA print materials, digital curriculum, and resources to support your review. Our blended model enables teachers to design instruction based on their classroom needs and resources. Our engaging print edition highlights the many digital experiences teachers can share with students through classroom projections. Teachers can make choices about when their students use devices while providing 100-percent standards coverage and without compromising learning.

Amplify ELA’s embedded, easy-to-find features include:

  • Full standards coverage. Standards are clearly labeled in each lesson overview, so teachers can save time planning and get back to what they love—teaching.
  • Six levels of differentiation. Based on each student’s needs and the performance measures within Amplify ELA reports, a teacher can choose the differentiation level that’s right for everyone.
  • Assessments. Teachers benefit from uninterrupted instructional time and a continuously updated picture of each student’s progress with key skills and standards.
  • Powerful feedback tools. Comprehensive tools help teachers maximize both the quantity and quality of feedback.
  • Robust reporting. Our reporting app offers information on student progress to help inform instructional decisions.

Digital program

The content and instruction in Amplify ELA’s digital program mirror the content provided in the print Teacher Edition and Student Edition, though the digital program offers more opportunity to engage students through the use of multimedia and a variety of learning apps. Teachers will find embedded apps to help with scoring, providing student feedback, and reporting on the digital platform, accessible whether students or working with devices or in print.

Visit learning.amplify.com/ela-trial to review Amplify ELA’s digital program.

Grade 6 print samples

Three stacked educational book covers titled "Amplify ELA: Mysteries & Investigations" with illustrations of detective-themed elements and characters.

6B: Mysteries & Investigations:

Educational material cover for "the titanic collection" featuring a collage of the titanic, an iceberg, a ship's captain, and various themed illustrations.

6F: The Titanic Collection

Grade 7 print samples

Grade 8 print samples

Collage of illustrations featuring a mix of science fiction and historical figures, including a central image of a man with pointed ears and high hair. text labels include "amplify ela" and "science & science fiction".

8C: Science & Science Fiction

Collage of illustrations depicting various aspects of the space race, including an astronaut, a rocket in space, and mission control personnel.

8F: The Space Race Collection

Resources

Students take on the role of a scientist or engineer every day.

Amplify Science is a blended curriculum developed to align with the New York City PK–8 Science Scope and Sequence that meets the New York State Science Learning Standards.

Amplify Science for grades K–8 has been rated all-green by EdReports.

Read the review on EdReports.

Check out the New York City Resource Site for supporting resources designed for the New York City Department of Education Amplify Science adoption for grades K–8.

An illustration of a whale with jellyfish and turtles from Amplify Science

Begin your review

What sets Amplify Science apart?

  • Aligned to the New York City PK–8 Science Scope and Sequence, and meets New York State Science Learning Standards.
  • State-of-the-art, highly-engaging curriculum that invites students to take on the role of a scientist or engineer in every unit to solve relevant real-world problems.
  • Flexible, truly blended program that combines comprehensive print components and compelling online content with hands-on learning in every unit.
  • Robust teacher support for ease of use by a wide range of teachers in diverse classroom contexts, with carefully crafted lessons, standards alignment, differentiation strategies, and ELL supports throughout the program.
  • Embedded assessments throughout the program, including both formative and summative assessments for every grade level.
  • Authored by the industry-leading science curriculum team at U.C. Berkeley’s Lawrence Hall of Science, who have 50 years of experience in K–12 science education and who will continue to enhance and update the program for years to come. To learn more about how the Lawrence Hall of Science collected research, designed the curriculum, and field tested the program with teachers, download our research base document.

The Amplify Science approach

The scope and sequence of the program is designed to show that scientific concepts are interconnected and multifaceted. Each unit focuses on a specific learning goal in the form of an overarching unit question. Rather than following linear steps in an experiment, the program leaves room for students to make connections across concepts and make their own discoveries. In this way, Amplify Science replicates the realities and ambiguities of scientific research and thinking.

Each course in Amplify Science K–5 consists of 3–4 units, with each unit containing 22 lessons. Each lesson in grades K and 1 is written for a 45-minute session, while lessons in grades 2–5 are written for 60-minute sessions. Teachers can always expand or contract the timing to fit their needs.

Each course in Amplify Science 6–8 consists of 7-9 units, with each core unit containing 19 lessons, each launch unit containing 11 lessons, and each engineering internship containing 10 lessons. Each lesson in grades 6–8 is written for a 45-minute session. Teachers can always expand or contract the timing to fit their needs..

Download the K–5 unit sequence

Download the 6–8 unit sequence

Components overview

Amplify Science blends physical materials with a suite of digital tools, presenting students with the resources they need to investigate real-world problems, and empowering and supporting teachers as they lead instruction and gain insight into student growth and progress.

Grades K–5

  • Student Investigation Notebooks (K–2) for every unit allow students to interact with content while taking notes, answering questions, and conducting investigations. Review a sample from the Grade 2 Plant and Animal Relationships unit.
  • Student Books enhance science topics and allow students to practice reading within the science content area.
  • Instructional materials for teachers. The Amplify Science curriculum website hosts all lesson content, media, digital simulations, and more, and is the primary tool “open” for teachers during class time. Print Teacher’s Guides are included. You can view complete unit samples by accessing the curriculum at the bottom of this page.
  • Robust digital simulations and digital applications, developed exclusively for the Amplify Science program. Supported devices include: iPad 3+, Chromebook, Windows PC, and MacBook.
  • Unit Kits for each unit in the program including consumable and nonconsumable hands-on materials, printed classroom display materials, and the students books.
  • Embedded formative and summative assessments are meant to support and guide student instruction.
  • Pacing guides have been developed for teachers to support the implementation of the program.

Grades 6–8

  • New York City Student Editions enhance science topics and allow students to practice reading within the science content area.
  • Special “NYC Companion Lessons” directly target the additional standards in NYSSLS not found in the NGSS.
  • Instructional materials for teachers. The Amplify Science curriculum website hosts all lesson content, media, digital simulations, and more, and is the primary tool “open” for teachers during class time. Print Teacher’s Guides are included. You can view complete unit samples by accessing the curriculum at the bottom of this page.
  • Robust digital simulations and digital applications, developed exclusively for the Amplify Science program. Supported devices include: iPad 3+, Chromebook, Windows PC, and MacBook.
  • Unit Kits for each unit in the program including consumable and nonconsumable hands-on materials and printed classroom display materials for 5 uses of a class of 40 students.
  • Embedded formative and summative assessments are meant to support and guide student instruction.
  • Pacing guides have been developed for teachers to support the implementation of the program.

Review grades K–5

Amplify Science K-5 is an elementary science curriculum that provides teachers with the tools and practices necessary to meet the expectations of the NYSED P–12 Science Learning Standards. The program also aligns to the new NYCDOE PK–8 Science Scope and Sequence. Learn more about Amplify Science K-5 by reviewing the following::

Click the orange button below to access the digital Teacher’s Guide and begin your review.

Review grades 6–8

Amplify Science 6–8 New York City Edition is a new blended curriculum developed to align to 100 percent of the New York City PK–8 Science Scope and Sequence 2018 that meets 100 percent of the New York State Science Learning Standards. Learn more about Amplify Science 6-8 New York City Edition by reviewing the following:

Click the orange button below to access the digital Teacher’s Guide and begin your review.

Watch an overview

Watch curriculum experts walk through the Amplify Science K–5 and 6–8 programs and share information on how you can start to make the shifts to the NGSS with a literacy-rich approach to science instruction.

Ready to order?

When you are ready to place an order for Amplify Science, please reference the ordering checklist on the Core Curriculum Ordering Guide, and then head to:

Welcome, Iowa reviewers!

Designed from the ground up for the NGSS to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

A badge for EdReports Review Year 2023, two students at a computer, two students discussing with a tablet, and an educational diagram of a spider on a screen.

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.

Learn more about the Lawrence Hall of Science.

Grades K–5 overview

Each unit focuses on a specific learning goal in the form of an overarching unit question. Rather than following linear steps in an experiment, the program leaves room for students to make connections across concepts and make their own discoveries. In this way, Amplify Science replicates the realities and ambiguities of scientific research and thinking.

Amplify Science blends physical materials with a suite of digital tools, presenting students with the resources they need to investigate real-world problems, and empowering and supporting teachers as they lead instruction and gain insight into student growth and progress.

Student Investigation Notebooks for every unit allow students to interact with content while taking notes, answering questions, and conducting investigations. Review a sample from the Grade 2 Plant and Animal Relationships unit.

Student Books enhance science topics and allow students to practice reading within the science content area.

Instructional materials for teachers. The Amplify Science curriculum website hosts all lesson content, media, digital simulations, and more, and is the primary tool “open” for teachers during class time. You can view complete unit samples by accessing the curriculum at the bottom of this page.

Robust digital simulations (grades 4–5) and digital applications, developed exclusively for the Amplify Science program. Supported devices include: iPad 3+, Chromebook, Windows PC, and MacBook.

Unit kits for each unit in the program including consumable and nonconsumable hands-on materials, printed classroom display materials, and the students books.

Embedded formative and summative assessments are meant to support and guide student instruction.

Grades 6–8 overview

Each unit focuses on a specific learning goal in the form of an overarching unit question. Rather than following linear steps in an experiment, the program leaves room for students to make connections across concepts and make their own discoveries. In this way, Amplify Science replicates the realities and ambiguities of scientific research and thinking.

Amplify Science blends physical materials with a suite of digital tools, presenting students with the resources they need to investigate real-world problems, and empowering and supporting teachers as they lead instruction and gain insight into student growth and progress.

Student Investigation Notebooks for every unit allow students to interact with content while taking notes, answering questions, and conducting investigations. Review a sample from Metabolism.

Instructional materials for teachers. The Amplify Science curriculum website hosts all lesson content, media, digital simulations, and more, and is the primary tool “open” for teachers during class time. You can view complete unit samples by accessing the curriculum at the bottom of this page.

Robust digital simulations and digital applications, developed exclusively for the Amplify Science program. Supported devices include: iPad 3+, Chromebook, Windows PC, and MacBook.

Unit kits for each unit in the program including consumable and non-consumable hands-on materials, and printed classroom display materials.

Embedded formative and summative assessments are meant to support and guide student instruction.

Ready to look inside Amplify Science?

Contact

Tammy Tvetene
District Manager

Email: ttvetene@amplify.com
Phone: (314) 619-8846

Amplify Science

Amplify Science is Chicago Public Schools’ recommended K–8 core science instructional material. Looking for support ordering? Contact ScienceCPS@amplify.com or (855) 559-5757.

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.

Learn more about the Lawrence Hall of Science.

Looking for pricing or ordering support? Email scienceCPS@amplify.com or call (855) 559-5757.

What sets Amplify Science apart?

  • Authored by the industry-leading science curriculum team at U.C. Berkeley’s Lawrence Hall of Science, who have 50 years of experience in K–12 science education and who will continue to enhance and update the program for years to come
  • New curriculum built to meet 100% of the Next Generation Science Standards
  • State-of-the-art, highly engaging curriculum that invites students to take on the role of a scientist or engineer in every unit to solve relevant real-world problems
  • Flexible, truly blended program that combines comprehensive print components and compelling online content with hands-on learning in every unit
  • Robust teacher support for ease of use by a wide range of teachers in diverse classroom contexts, with carefully crafted lessons, standards alignment, differentiation strategies, and ELL supports throughout the program
  • Embedded assessments throughout the program, including both formative and summative assessments for every grade level

Grades K–5 overview

Each unit focuses on a specific learning goal in the form of an overarching unit question. Rather than following linear steps in an experiment, the program leaves room for students to make connections across concepts and make their own discoveries. In this way, Amplify Science replicates the realities and ambiguities of scientific research and thinking.

Learn more about the program structure
Download the K–5 unit sequence
NGSS correlations
Hear from K–5 teachers

Amplify Science blends physical materials with a suite of digital tools, presenting students with the resources they need to investigate real-world problems, and empowering and supporting teachers as they lead instruction and gain insight into student growth and progress.

  • Student Investigation Notebooks for every unit allow students to interact with content while taking notes, answering questions, and conducting investigations. Review a sample from the Grade 2 Plant and Animal Relationships unit.
  • Student Books enhance science topics and allow students to practice reading within the science content area.
  • Instructional materials for teachers. The Amplify Science curriculum website hosts all lesson content, media, digital simulations, and more, and is the primary tool “open” for teachers during class time. You can view complete unit samples by accessing the curriculum at the bottom of this page.
  • Robust digital simulations (grades 4–5) and digital applications, developed exclusively for the Amplify Science program. Supported devices include: iPad 3+, Chromebook, Windows PC, and MacBook.
  • Unit kits for each unit in the program including consumable and nonconsumable hands-on materials, printed classroom display materials, and the students books.
  • Embedded formative and summative assessments are meant to support and guide student instruction.

View an on-demand webinar.

Grades 6–8 overview

Each unit focuses on a specific learning goal in the form of an overarching unit question. Rather than following linear steps in an experiment, the program leaves room for students to make connections across concepts and make their own discoveries. In this way, Amplify Science replicates the realities and ambiguities of scientific research and thinking.

Beginning in school year 2018-19, Chicago Public Schools recommends that schools follow the integrated scope and sequence for middle school science. The decision to shift from discipline-specific to integrated science was informed by a group of 30 CPS middle school science teachers who served on an Advisory Team during school year 2017-18 as well as guidance from other state and national committees with expertise in implementing the Next Generation Science Standards. Amplify’s 6–8 curriculum and CPS’ 2018-19 REACH Performance Tasks align to the integrated scope and sequence.

Learn about the program structure
Download the 6–8 unit sequence
NGSS correlations
Learn about the flexible, blended program

Amplify Science blends physical materials with a suite of digital tools, presenting students with the resources they need to investigate real-world problems, and empowering and supporting teachers as they lead instruction and gain insight into student growth and progress.

  • Student Investigation Notebooks for every unit allow students to interact with content while taking notes, answering questions, and conducting investigations. Review a sample from Metabolism.
  • Instructional materials for teachers. The Amplify Science curriculum website hosts all lesson content, media, digital simulations, and more, and is the primary tool “open” for teachers during class time. You can view complete unit samples by accessing the curriculum at the bottom of this page.
  • Robust digital simulations and digital applications, developed exclusively for the Amplify Science program. Supported devices include: iPad 3+, Chromebook, Windows PC, and MacBook.
  • Unit kits for each unit in the program including consumable and nonconsumable hands-on materials, and printed classroom display materials.
  • Embedded formative and summative assessments are meant to support and guide student instruction.

View an on-demand webinar.

Science and literacy

The Amplify Science program capitalizes on the wealth of opportunities provided by science to learn about the world via reading and writing, and on the strong link between science and literacy practices. It is a core science program designed for three-dimensional learning and can also be considered a supplementary literacy program because it addresses the Common Core Standards for English Language Arts (ELA) related to disciplinary literacy.

Through its integration of literacy practices authentic to science, Amplify Science addresses the ELA Anchor Standards as well as the standards for Reading Informational Text, Writing, Listening/Speaking, and Language that are related to acquiring and using academic vocabulary. (Less discipline-specific reading standards, such as the “Reading: Foundational Skills” and “Reading: Literature,” fall outside the purview of the Amplify Science program. Please see each unit’s Overview of Standards and Goals for a list of which Common Core ELA standards are addressed in the program.)

The focus of literacy instruction in Amplify Science is on increasing students’ facility with reading informational text, engaging in scientific discussions, and writing scientific explanations and arguments. The program takes into account the specific needs of young students as they are learning to read, write, and discuss science concepts, but does not take full responsibility for teaching basic skills such as phonemic awareness, phonics, reading fluency, or writing mechanics.

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Access and equity

Diversity in the science and engineering classroom is an asset. It offers countless opportunities for creativity and innovation and opens the door to multiple perspectives and cross-cultural understanding. Historically, however, certain groups of students — including ethnically diverse students, English learners, standard English learners, students with disabilities, girls and young women, foster children and youth, and students experiencing poverty — have not had equitable opportunities for intellectually stimulating, language-rich, and culturally relevant science and engineering education. The vision of the new standards is “all standards, all students.” Amplify Science is designed to fulfill this vision by providing quality and supportive materials for teachers so that every student — regardless of their background, where they live, the language they speak at home, or their learning characteristics — has access to and benefits from deep and engaging science and engineering learning opportunities. Two overarching conceptual frameworks informed Amplify Science’s approach to ensuring access and equity for all students: Universal Design for Learning and Culturally and Linguistically Responsive Teaching.

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Start your review

Amplify Science is not a textbook. Each lesson in the program consists of a sequence of activities that engage students with a variety of materials, including scientific texts, hands-on materials, digital simulations, engaging media, formative and summative assessments, and so much more. Learn more about the grades K–8 program by reviewing the following pages:

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ScienceCPS@amplify.com
(855) 559-5757

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Vulnerability Disclosure Policy

As a provider of technology solutions to schools, Amplify’s commitment to data privacy and security is essential to our organization. Amplify demonstrates that commitment in part through the physical, technical, and administrative safeguards we maintain to protect student data and other sensitive information entrusted to our care.

Amplify looks forward to working with the security community to find security vulnerabilities and support our efforts to keep our data and systems safe and secure.

Before reporting a vulnerability, please read our program rules, eligibility overview, report submission rules and guidelines, legal terms, and out-of-scope list set out below.

General Rules

  • We appreciate reports on any Amplify-owned asset, but only vulnerabilities that prove to be outside of expected behavior are eligible for acceptance.
  • Reports involving third party services or providers not under Amplify’s control are out-of-scope for submission.
  • Amplify places a high priority on privacy. Vulnerabilities in the areas of inadvertent exposure of our customers’ personally identifiable information (PII) are considered to be of Critical severity.
  • We classify vulnerability severity per CVSS (the Common Vulnerability Scoring Standard). These are general guidelines, and the ultimate decision over a reward – whether to give one and in what amount – is a decision that lies entirely within our discretion on a case-by-case basis.
  • In order to receive an award for validated reports, you must have a HackerOne account. Please note reward decisions are subject to the discretion of Amplify. Please note these are general guidelines, and that reward decisions are subject to the discretion of Amplify.
  • Only interact with test accounts that you created via self sign-up or were provided by Amplify. The use of any credentials outside of these areas for testing purposes, including legacy credentials supplied through the program and leaked credentials from third parties is strictly prohibited.
  • Do not contact Amplify’s customer support for questions or to submit a vulnerability report.
  • Amplify may, in its sole discretion, disqualify you if you breach this policy or fail to comply with any of the program’s rules and terms.
  • Amplify reserves the right to cancel or modify this program without notice at any time.

Eligibility

  • You are not eligible for participation if you 1) are employed by Amplify or any of its affiliates 2) are an immediate family member of a person employed by Amplify or any of its affiliates or 3) left the employment of Amplify or its affiliates or subsidiaries within the past (12) months.
  • You are not eligible for participation if you have been prohibited in writing from participating in the Bug Bounty Program by Amplify at any time.
  • You may not be in violation of any national, state, or local law or regulation with respect to any activities directly or indirectly related to conducting your tests.
  • You may not compromise the privacy or safety of our customer and the operation of our services;
  • You may not cause harm to Amplify, our customers, or others;
  • You must follow the policy guidelines to responsibly disclose vulnerabilities to Amplify.

Vulnerability Submission Rules & Guidelines

  • Any testing conducted on customer data or accounts is strictly prohibited and will result in removal from the program.
  • If during the course of testing you encounter any sensitive data outside of your test accounts (including student or teacher names, login info, assessment data, activity data, and student work, etc.), please cease testing immediately and report what you have found. DO NOT include any text, screenshots, etc. with PII in the report. This action safeguards both potentially vulnerable data and yourself.
  • Do not access, download, or share any data you encounter in your testing.
  • Only interact with test accounts that you created or that we provided. The use of any credentials outside of these areas for testing purposes is strictly prohibited.
  • Provide detailed reports with reproducible steps. If the report is not detailed enough to reproduce the issue, the issue will not be eligible for a reward.
  • In some cases, you may not have all of the context information to assess the impact of a vulnerability. If you’re unsure of the direct impact but are reasonably certain that you have identified a vulnerability, we encourage you to submit a detailed report and state the open questions on impact.
  • When duplicate submissions for the same vulnerability occur, we only award the first report that was received, provided that it can be fully reproduced.
  • Multiple reports describing the same vulnerability against multiple assets or endpoints must be submitted within a single report.
  • Avoid destruction of data and interruption or degradation of our service.
  • Proof of Concept (POC) videos that do not include PII are highly recommended to help verify the issue, provide clarity, and save time on triage.
  • Please provide timely responses to any follow-up questions and requests for additional information.
  • Understand that there could be submissions for which we accept the risk, have other compensating controls, or will not address in the manner expected. When this happens, we will act as transparently as we can to provide you with the necessary context as to how the decision was made.
  • Reports submitted using methods that violate policy rules will not be accepted and may result in account suspension from/denial of entrance to the program.
  • Please refer to any noted out-of-scope areas listed under Out-of-Scope Vulnerabilities.

Out-of-Scope Vulnerabilities

When reporting vulnerabilities, please consider (1) attack scenario / exploitability, and (2) security impact of the bug. The following issues are considered out-of scope. In addition, please refer to any noted Out of Scope areas listed under the program assets.

  • Social engineering (e.g. phishing, vishing, smishing) is prohibited.
  • Clickjacking on pages with no sensitive actions.
  • Unauthenticated/logout/login CSRF.
  • Attacks requiring MITM or physical access to a user’s device.
  • Previously known vulnerable libraries without a working Proof of Concept.
  • Comma Separated Values (CSV) injection without demonstrating a vulnerability.
  • Missing best practices in SSL/TLS configuration.
  • Any activity that could lead to the disruption of our service (DoS).
  • Content spoofing and text injection issues without showing an attack vector/without being able to modify HTML/CSS.
  • XSRF that requires the knowledge of a secret.
  • Automated tools that could generate significant traffic and possibly impair the functioning of our services.
  • Testing or demonstrating the ability to upload unlimited audio/video files to exhaust resources.
  • Leaked credentials from third party providers, including invalid or stale employee credential dumps, and/or leaked personal information of Amplify staff.
  • Leaked credentials for Amplify customers not caused by vulnerabilities in our systems.
  • Vulnerabilities identified via third party services or providers where Amplify is not the owner.
  • Issues that merely result in spam/annoyance without additional impact (e.g sending emails without sufficient rate limiting)
  • Attempts to access our offices or data centers.
  • Any activity that could contribute to the disruption of our service (DoS). Automated scanning tests should be kept to 10 requests per second or less.
  • Self XSS.
  • Broken links and/or crashes in general.
  • Issues that require unlikely user interaction.
  • Issues that do not affect the latest version of modern browsers
  • Issues that require physical access to a victim’s computer/device.
  • Disclosure of information that does not present a significant risk
  • Please refer to any noted out-of-scope areas listed under program assets.

Legal

  • Any information you receive or collect about us, our affiliates or any of our users, employees or agents in connection with the Bug Bounty Program (“Confidential Information”) must be kept confidential and only used in connection with the Bug Bounty Program. You may not use, disclose or distribute any such Confidential Information, including without limitation any information regarding your Submission, without our prior written consent. You must get written consent by submitting a disclosure request through the HackerOne platform.
  • Researchers must follow HackerOne’s disclosure guidelines. Public disclosure or disclosure to other third parties without the explicit permission of Amplify is prohibited.
  • We will not take legal action against you if vulnerabilities are found and responsibly reported in compliance with all of the terms and conditions outlined in this policy.
  • Amplify reserves the right to modify the terms and conditions of this program without notice at any time, and your participation in the Program constitutes acceptance of all terms.

Submit Vulnerability Report

Welcome, Idaho K-8 Science Reviewers!

Thank you for taking the time to review Amplify Science. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Below, you will also have the opportunity experience our program firsthand with a demo account to access the digital platform.

Amplify Science for grades K–8 has been rated all-green by EdReports. Read the review on EdReports.

Collage of educational settings: top left, two young girls using laptop in library; bottom right, middle school science project display on tablet; bottom left, two boys with tablet discussing.

Overview

With Amplify Science, students don’t just passively learn about science concepts. Instead, they take on the roles of scientists and engineers to actively investigate and make sense of real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

Grades K–5

Grades 6–8

Amplify Science Grades K-5 Tour for Idaho Educators

Amplify Science Grades 6-8 Tour for Idaho Evaluators

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 program to address 100 percent of the NGSS and Idaho Standards in fewer days than other programs:

  • In just 120 lessons at grades 6–8
  • In just 66 lessons at grades K–2
  • In just 88 lessons at grades 3–5
A four-step process diagram with icons: spark a real-world problem, explore sources, explain and elaborate, and evaluate claims, all linking to engage with cohesive storylines.

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.

A laptop and two screens display educational content about ecosystems, featuring illustrated plants, animals, and experiments with colorful liquids.
Two young students sit at a classroom table, one holding up a clear cup of water while the other observes closely. Papers and pencils are spread out on the table.

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.

Two children play an educational board game at a table with worksheets, plastic cubes, and small containers of colored items.

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.

Two children sitting at a table with laptops are talking to each other in a classroom setting, with books and baskets in the background.

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.

Several open textbooks and notebooks are spread out on a table as a person writes in one of the notebooks with a pencil.

Argumentation units

Argumentation units are introduced at grade 3 and 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.

A person points to a photo in a textbook about coral reefs, with a laptop and notebook open on the desk.

Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Three students at a classroom table examine a sealed plastic bag with food inside, while one looks surprised; another student stands in the background.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Four students sit at a table using laptops, focused on their screens in a classroom setting with one student in the background.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Idaho Science Standards Alignment

Amplify Science was built from the ground up to fully embrace the instructional shifts outlined in A Framework for K-12 Science Education (2012), the same framework on which Idaho Science Content Standards were founded. Most grade levels’ respective set of Amplify Science units therefore fully address the necessary Idaho Science Content Standards (see correlation). Grade 1 teachers should plan to also use the companion mini-lesson provided below to achieve full standards coverage for their grade.

Grade 1 Companion

Standard: 1-LS-1.3 Use classification supported by evidence to differentiate between living and non-living things.

Recommended placement: Following Lesson 1.1 of the Animal and Plant Defenses unit.

Resources: Classroom Slides

Science (K-2) Evaluation Form

Science (3-5) Evaluation Form

Science (Middle School Physical Science) Evaluation Form

Science (Middle School Life Science) Evaluation Form

Science Evaluation Form Middle School Earth and Space Science

A boy sits on the floor reading a book to a girl beside him in a classroom setting.
A butterfly flies above potted plants next to a watering can and a caterpillar on a milkweed plant under sunlight in a grassy field.

Needs of Plants and Animals

Domains: Life Science, Earth and Space Science, Engineering Design

Unit type: Investigation

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden since vegetables were planted.  

A hand pulls a white string attached to a pegboard with rubber bands and a white ball hanging from the center.

Pushes and Pulls

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.  

Silhouette of a playground structure and toy train against a blue sky with clouds and two large yellow suns.

Sunlight and Weather

Domains: Earth and Space Science, Life Science, Engineering Design

Unit type: Modeling

Student role: Weather scientists

Phenomenon: Students at Carver Elementary School are too cold during morning recess, while students at Woodland Elementary School are too hot during afternoon recess.  

Illustration of sea turtles swimming among underwater plants, with a shark and another turtle visible in the background.

Animal and Plant Defenses

Domain: Life Science

Unit type: Modeling

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle lives in an aquarium and will soon be released back into the ocean, where she will survive despite ocean predators.  

A hand holds a flashlight and shines it through a transparent sheet with an image, projecting the image onto a wall in a dark room.

Light and Sound

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.  

A split illustration shows a cityscape at night with a crescent moon and stars on the left, and a cityscape during the day with the sun, clouds, and an airplane on the right.

Spinning Earth

Domain: Earth and Space Science

Unit type: Investigation

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone.  

A grey elephant uses its trunk to pick apples from a tree, with a few apples still hanging on the branches and a small sprout growing nearby.

Plant and Animal Relationships

Domains: Life Science, Engineering Design

Unit type: Investigation

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.  

A hand picks up a red bean from a table scattered with more red beans, spilled white liquid, a cup, and a wooden stick.

Properties of Materials

Domains: Physical Science, Engineering Design

Unit type: Engineering design

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.  

A building labeled "Recreation Center" stands near a cliff edge with a blue flag, surrounded by trees and overlooking a beach and water.

Changing Landforms

Domain: Earth and Space Science

Unit type: Modeling

Student role: Geologists

Phenomenon: The cliff that Oceanside Recreation Center is situated on appears to be receding over time.  

Illustration of a high-speed train traveling on an elevated track with a green landscape and blue sky in the background.

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.  

A group of wolves stands in the foreground, with a bear, elk, and several birds visible in a grassy, hilly landscape with scattered trees.

Inheritance and Traits

strong>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. 

A small bird stands on soil, looking closely at a yellow snail, with green blades of grass on the left and a blue sky background.

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.  

An orangutan hangs from a vine in a dense green forest with the sun visible in the background.

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.  

Illustration of city buildings at night with illuminated windows, a full moon, visible stars, and a silhouetted figure in one window.

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.  

A streetlamp illuminates a cricket, which is watched by a gecko. Yellow arrows indicate the flow of light from the lamp to the cricket and then to the gecko’s eye.

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.  

Two dolphins swimming underwater, facing each other against a blue background.

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.

Earth orbits the Sun in space, with dotted blue lines showing the orbital path and a white arrow indicating Earth's rotation direction.

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.  

Illustration of layered red and brown rocky cliffs beside a flowing blue river under a partly cloudy sky.

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.  

Red blood cells scattered across a dynamic, abstract red and white background.

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.  

Illustration of wind carrying airborne particles over a coastal hill, with arrows indicating the movement up and over the hill toward the sea.

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. 

Illustration of a cheetah standing near plants, looking at a sloth hanging from a tree branch, with various foliage and mushrooms in the scene.

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.  

A rover stands on a rocky, reddish terrain with visible tire tracks leading to it; distant hills are seen under a hazy sky.

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.  

Illustration of a city skyline at night with a large full moon, a few stars in the sky, and a bridge on the left side.

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Illustration of a person wearing a red hat and winter coat with fur hood, eyes closed and arms crossed, surrounded by large orange circles.

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.  

Abstract digital artwork featuring a large yellow sun with blue and orange rays over a colorful landscape with green hills and red horizon.

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town with fields and mountains, showing wind patterns and atmospheric movement in the sky.

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

An underwater scene with a large whale, several turtles, jellyfish, and fish swimming surrounded by shafts of light.

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.  

Low-poly illustration of a forest with trees, mushrooms, a rabbit, and a fox catching another animal under a blue sky with mountains and the sun in the background.

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

Illustration of six spiders with different colored bodies and legs arranged in a chart-like formation on a dark background.

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Abstract digital artwork featuring vibrant colors, geometric shapes, a yellow human silhouette, and various patterns layered together.

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Illustration of a person receiving an oral examination with a tongue depressor and light, featuring abstract colorful shapes and an eye chart in the background.

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time. 

A spacecraft approaches a large modular space station with blue solar panels, orbiting in outer space against a black background.

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric background with a hexagonal badge displaying a parachute, ruler, letter A, stacked layers, bandage, and a folded paper icon.

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Two prehistoric aquatic reptiles with long snouts swim near the shore of a tropical landscape with rocks, plants, and an island in the distance.

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Illustration of a volcanic landscape with mountains, trees, an ocean, and a cross-section showing tectonic plates beneath the surface.

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four low-poly dinosaurs, three green and one yellow, are walking in a row on grass with rocks and red spots on their bodies under a blue sky.

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Two large tortoises are near a river; one is on the riverbank reaching for leaves on a tree, while the other is on the opposite bank among grass and trees.

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Two people stand atop rocky terrain littered with electronic devices; inset illustrations show a boot, a person with electronics in a vest, and a radio.

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

An orange popsicle melting in four stages from solid to almost fully liquid, set against a plain background.

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.  

Green graphic with icons showing a swaddled baby, a thermometer, layers of blankets, a medical symbol, and a heat source within a hexagonal frame.

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Digital illustration showing red and blue molecule-like circles on a blue background, with a boundary dividing two differently shaded sides.

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

Illustration of people riding a roller coaster on a blue day, with arms raised as the car descends a tall loop against a sky with clouds.

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space over the Asia-Pacific region.

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.  

An illustrated polar bear stands on a small piece of floating ice in the ocean, with icebergs and an orange sun in the background.

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Hexagonal badge with icons including a wrench, building, sun, molecules, construction materials, screwdriver, paint bucket, and a letter T, all on a geometric blue background.

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

Access program

In addition to the grade-level sample boxes that we provided, we’ve also created custom demo accounts just for Idaho reviewers.

To access the digital portion of the program, click the link below, select “Log In with Amplify,” and then refer to the Start here digital access flyer for your personalized login credentials.

A spiral-bound teacher’s guide and a laptop displaying a digital curriculum, both titled “Balancing Forces: Investigating Floating Trains” from Amplify Science.

Resources

Amplify Desmos Math for NYC Public Schools

Welcome! This site contains supporting resources for New York City Public Schools Amplify Desmos Math implementation.

What’s new?

  • Gearing up for the 2026-2027 School Year: Check out our Getting Started section on this page for support — including login support, materials lists, program overviews and more!
  • Check out the new Admin Reports views coming in SY 2026-2027 for district and school leaders! Click here to learn more.
  • Have a question about Amplify Desmos Math? This FAQ doc answers top questions about access, implementation, and features.
  • Need help? Check here for who can help! Our dedicated phone number, just for NYC, has team members ready to help! 1-888-960-0380
amplify math middle schoolers in classroom

About the program

Amplify Desmos Math New York is a core K-12 mathematics curriculum designed specifically for NYC Public Schools. It combines problem-based learning with Desmos Classroom technology to build conceptual understanding and align directly with the New York State Next Generation Mathematics Learning Standards. With beautiful print resources, and robust practice, differentiation supports, assessment and reporting, Amplify Desmos Math has received all-green ratings from EdReports. Read the review on EdReports.

Amplify Desmos Math is built on four core tenets:

  • Math can motivate students.
  • A structured approach to problem-based learning can best tend to all aspects of rigor.
  • Student thinking is valuable and visible.
  • Students can catch up while keeping up with grade-level math.
A computer screen displays an educational interface showing a warm-up activity where a snail must cross a gap using blocks, with instructions and measurement indicated.

Powerful digital lessons

Amplify Desmos Math lessons are powerful in their ability to elicit student thinking and spark interesting, productive discussions. The lessons pose problems that invite a variety of approaches with their dynamic and interactive learning experiences on devices, as well as experiences on paper that are flexible, creative, and engaging.

Screenshot of an educational interface showing a turtle race with lanes labeled 1 to 4, a play button, timer, and a table for writing equations for each lane.

Engaging student experience

Relevant content and interactive math tools create an intuitive and engaging student experience. Plus, working together in real time allows students to see that communicating their ideas and learning from each other are important parts of math class.

A digital activity interface showing hexagonal mosaics, a "Scale Factor = 3" label, and students' text responses about scaling and color patterns in the mosaic shapes.

Visibility into student thinking

Imagine having more visibility into your students’ mathematical thinking. Now imagine that students have access to this same information. With our collaborative lesson interface and teacher dashboard, students have awareness their own thinking and that of their peers—exposing them to a wider variety of approaches to solving the same problem.

A computer screen displays a math lesson about baking pizzas at 600°F, showing four uncooked pizzas and student response boxes below the question.

Ready-to-teach lessons

Each grade level includes 150 ready-to-teach lessons, complete with slides, step-by-step teaching notes, suggested student and teacher responses, tips for incorporating instructional routines, support for developing mathematical language, and links to useful resources. Teachers can manage what slides students see, controlling the pace of the lesson to suit the needs of the class.

Planning for instruction

Amplify Desmos Math is customized specifically to meet the New York State Next Generation Math Learning Standards. Within each document below, you’ll find direct links to lessons and activities where each individual standard is addressed.

The program is also aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework. 

Scope and sequence

Ready to plan for the 2026-27 school year? These pacing guides (coming soon!) are designed to provide structure, not rigid mandates and resources for NYC.     

Multilingual learner supports

Implementation resources

A digital screen displays a rocket graphing activity, and an open textbook shows diagrams, charts, and text on building quadratics in factored form.

Lesson Sampler

Amplify Desmos Math delivers the instructional power of student-centered learning packaged in a lesson format that’s teacher-friendly and manageable.

With easy-to-follow instructional support, implementing a problem-based program becomes more effective and enjoyable for both you and your students. Paired with the Desmos Classroom digital experience, math class is suddenly fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understanding.

Three children and several penguins stand around a large thermometer on an icy landscape with mountains in the background. The cover is labeled "Grade 6 Sample lesson.

Grade 6 Lesson Sampler

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Three people stand next to a large thermometer in a snowy landscape with mountains and penguins; cover page reads "Grade 7 Sample lesson" for Amplify Desmos Math.

Grade 7 Lesson Sampler

learn more

Three people and several penguins stand on ice near a large thermometer, with snowy mountains in the background. The thermometer shows temperatures from -30°C to 50°C.

Grade 8 Lesson Sampler

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Universal design

Every student is brilliant, and every student has brilliant mathematical ideas worth sharing and cultivating. Incorporating principles of Universal Design for Learning (UDL) into lessons brings students’ brilliance to the forefront. UDL is a research-based framework designed to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

A feedback form with two questions, "How well did you understand the math in this lesson?" and "How did you feel about learning math in this lesson?" with corresponding emoji options for responses, perfectly complements the New York Math curriculum.

Diversity and representation

Helping students develop strong, healthy, and flexible math identities is a cornerstone of our program. Throughout the curriculum, students are taught that they themselves are mathematicians, that today’s math has been shaped by a diverse range of mathematicians who deserve to be celebrated, and that learning is never finished.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Assessments

Less exciting, but essential for learning: assessments. Amplify Desmos Math features a robust variety of formative and summative assessments, including readiness checks, exit tickets, quizzes, end-of-unit tests, and benchmarks aligned with New York State Next Generation Mathematics Learning Standards.

A laptop screen displays a math question with a scatter plot about staff and wait times; a worksheet with a similar graph is shown in the background.

Reporting

Not only do our reports reveal progress toward standard mastery, but they also include details on how students performed against the standard in the past and how many encounters are yet to come. This feature alone helps teachers prioritize instruction and intervene with additional resources when necessary.

A digital dashboard displays student names and their performance levels in a grid, with a score distribution summary for assessment items shown in an overlay—ideal for tracking progress within the core curriculum or Desmos Math programs.

NYC webinar series

Figuring out how to implement a problem-based learning approach to mathematics can be fun—and challenging. Rest assured that you won’t be alone on this journey; Amplify will be by your side every step of the way. Our back-to-school math webinar series for K–8 administrators and teachers:

  • Introduces the new NYC Solves initiative.
  • Establishes the foundation for all educators to effectively understand and implement the NYCPS Shifts in Mathematics in their classrooms.
  • Provides an overview of Amplify Desmos Math, the pre-approved NYCPS curriculum chosen to ensure that every school can successfully implement these math shifts and is supported with high-level, tailored professional development and coaching throughout the process.

Please see the specific webinars and the recordings below to learn more!

Two Amplify Desmos Math teacher edition books are shown next to a laptop displaying a digital math activity with shapes and a prompt about ordering by lightest weight.

On-demand webinar 1

Would you like to learn more about the NYCPS Shifts in Mathematics and enhance your understanding of each of the five shifts?

Explore how the NYCPS math shifts are transforming mathematics education from a procedural approach to a more engaging, discoverable, and connected learning experience.

Listen to the Understanding the NYCPS Shifts in Mathematics session recording.

On-demand webinar 2

Let’s unpack the why, what, and how to unlock every student’s mathematical mind and build math proficiency for life! In this webinar, we discuss the power of teaching our children to be skilled mathematicians through a structured approach to problem-solving.

Listen to the Unlocking Mathematical Minds: A Structured Approach to Problem-Based Learning session recording.

On-demand webinar 3

For some educators, transitioning to problem-based learning might seem daunting. There’s often concern that the open-ended nature of the approach could derail students from achieving mathematical goals. However, by finding the right balance between open-ended opportunities and structured classroom activities, teachers can encourage students to share their thinking while meeting key learning targets. Uncover simple shifts that educators can implement to foster the perfect balance of open-ended student thinking and focus on mathematical instructional goals.

Listen to the Making the Shift to Problem-Based Learning session recording.

On-demand webinar 4

Amplify Desmos Math New York K–A1 is math that motivates! During this session recording, you’ll experience a grade 6 lesson that captures the essence of NYC Solves.

Listen to the Learn More and Experience Amplify Desmos Math LIVE, an NYCPS-Approved Math Curriculum session recording.

A computer screen displaying an educational platform with various course thumbnails including science and art topics.

Looking for help?

Support is always within reach. Our team is dedicated to supporting you throughout your review. You can be reached at any time by emailing or calling us directly.

  • Support pathways for NYC Core Orders
  • Chat: Click the orange icon while logged in to get immediate help.
  • Support Portal: Fill out this form, and we will get back to you as soon as possible.
  • Phone: Call our toll-free NYC Support number: (888) 960-0380.
  • Email: Send an email to AmplifyNYC@amplify.com.

Welcome, Ohio educators!

Designed from the ground up to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

Students in a classroom interact with educational technology, featuring a diagram and charts on a screen, while working collaboratively on a laptop.

Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • phenomena-based approach where students construct a more complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Approach to literacy

Two young children sit at a classroom table reading a book together, with educational materials spread out in front of them.

[Video] Literacy in action (K–5)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A student sits at a desk writing with a pencil while focused on his work, with classroom materials visible in the background.

[Video] Literacy in action (6–8)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A teacher in a green shirt helps a young student with writing at a classroom table, with other students and large numbers visible on the wall in the background.

Literacy-rich science instruction (K–5)

Immersing young students in reading, writing, and arguing like real scientists and engineers.

Two students sit at a table in a classroom, working on an assignment together. Other students are also seated and appear to be engaged in their work. Papers and books are spread out on the tables.

Active Reading in grades 6–8

Engaging middle school students in complex science texts.

Elementary school

Get started by watching this class share what they’re figuring out with Amplify Science. >

In Grades K–3 we recommend the national grade level units of Amplify Science to provide students with the appropriate grade level literacy and background knowledge. Individual units are available to purchase.

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
An illustration from Needs of Plants and Animals unit

Unit 1

Needs of Plants and Animals

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden ever since vegetables were planted.

An illustration from the Pushes and Pulls unit

Unit 2

Pushes and Pulls

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

Unit 3

Sunlight and Weather

Student role: Weather scientists

Phenomenon: Students at one school are too cold during morning recess, while students at another are too hot during afternoon recess.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

An illustration from the Light and Sound unit

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

An illustration from the Spinning Earth unit

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

Unit 1

Plant and Animal Relationships

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Unit 2

Properties of Materials

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

Unit 3

Changing Landforms

Student role: Geologists

Phenomenon: The cliff on which Oceanside Recreation Center is situated appears to be receding.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

Unit 1

Balancing Forces

Student role: Engineers

Phenomenon: The fictional town of Faraday is getting a new train. Unlike typical trains, this one floats, which is causing some concern among the town’s citizens.

An illustration from the Inheritance and Traits unit

Unit 2

Inheritance and Traits

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park has some traits in common with one wolf pack in the park and other traits in common with a different pack.

An illustration from the Environments and Survival unit

Unit 3

Environments and Survival

Student role: Biomimicry engineers

Phenomenon: Over 10 years, a population of grove snails has changed. Populations with yellow shells have decreased, while those with banded shells have increased.

An illustration from the Weather and Climate unit

Unit 4

Weather and Climate

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an orangutan reserve, experience different weather patterns.

An illustration from the Energy Conversions unit

Unit 1

Energy Conversions

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. Their electrical system seems to be failing.

An illustration from the Earth's Features unit

Unit 2

Earth’s Features

Student role: Geologists

Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.

An illustration from the Modeling Matter unit

Unit 3

Modeling Matter

Student role: Food scientists

Phenomenon: Some ingredients dissolve in a salad dressing while others, like oil and vinegar, appear to separate.

An illustration from the Earth System unit

Unit 4

The Earth System

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.

An illustration from the Patterns of Earth and Sky unit

Unit 1

Patterns of Earth and Sky

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times of the day, but it appears to be missing a piece.

An illustration from the Vision and Light unit

Unit 2

Vision and Light

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.

An illustration from the Waves, Energy, and Information unit

Unit 3

Waves, Energy, and Information

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park communicate with their calves despite the distance between them.

An illustration from the Ecosystem Restoration unit

Unit 4

Ecosystem Restoration

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving.

Middle school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.

CORE

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

ENGINEERING INTERNSHIP

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

CORE

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

LAUNCH

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

CORE

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

ENGINEERING INTERNSHIP

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

LAUNCH

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

CORE

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.

An illustration from the Weather Patterns unit

CORE

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.

An illustration from the Earth's Changing Climate unit

CORE

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

ENGINEERING INTERNSHIP

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

CORE

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.

An illustration from the Chemical Reactions unit

CORE

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.

An illustration from the Light Waves unit

CORE

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

An illustration of a whale with jellyfish and turtles from Amplify Science

CORE

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

CORE

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

LAUNCH

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

CORE

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

ENGINEERING INTERNSHIP

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.

Una nave espacial se acerca a una estación espacial modular con paneles solares extendidos en una ilustración ambientada en el espacio.

CORE

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

ENGINEERING INTERNSHIP

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

CORE

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.

CORE

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

CORE

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

ENGINEERING INTERNSHIP

Natural Selection Engineering Internship

Domains: Life Science, Earth and Space Science

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations (optional)

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

CORE

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.

A girl runs with a colorful kite displaying literacy skills; text reads "Amplify. Science of Reading: A Primer | Part One" on a grassy landscape background.

CODING SCIENCE INTERNSHIP

Coding Science Internship: Coral Restoration (Optional)

Domains: Life Science, Coding Science

Unit type: Coding Science Internship

Student role: Coding science interns

Phenomenon: Implementing a restoration project to improve the health of coral reef populations in Hawaii.

Resources to support your review

Select a topic below to explore helpful resources with more information about Amplify Science, the program’s development, and pedagogy.

Two young girls, one with braided hair and the other with blonde hair, smiling and looking at a laptop screen in a classroom.
Four-step educational infographic depicting problem-solving process: engaging with real-world problems, exploring multiple sources, constructing explanations, and applying knowledge to new problems.
Integrated 5e model

Learn how the 5E elements are integrated throughout every unit.

Two children engaged in an animated conversation while sitting at a school desk with laptops and books.
Phenomena and storylines (K–5)

Read more about the real-world phenomena featured in each unit.

Children doing schoolwork at home
Phenomena and storylines (6–8)

Read more about the real-world phenomena featured in each unit.

A screenshot from a video titled "amplify science in action: a week in the..." featuring a smiling woman sitting in a classroom setting.
[Video] Planning in action (K–5)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

A woman smiling and gesturing while speaking, seated in a classroom with computers and educational materials around her, with a paused video screen featuring text about "amplify science.
[Video] Planning in action (6–8)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

Two young children sit at a classroom table, one smiling broadly, during an Amplify Science educational activity.
[Video] Hands-on in action (K–5)

Watch Amplify Science students conduct hands-on investigations.

A student in a classroom uses a dropper to add liquid to clear plastic cups during a science experiment. Other students and lab materials are visible in the background.
[Video] Hands-on in action (6–8)

Watch Amplify Science students conduct hands-on investigations.

Two young girls sit side by side at a desk, looking at a laptop screen and working together in a classroom setting.
[Video] Simulations and modeling tools (K–5)

Watch how students investigate phenomena with the help of digital tools.

Two students sit at a table in a classroom, working on laptops and talking, with other students visible in the background.
[Video] Simulations and modeling tools (6–8)

Watch how students investigate phenomena with the help of digital tools.

A young girl wearing safety goggles stretches a gooey substance from a cup in a kitchen or classroom setting.
Summary of Investigations (K–5) coming soon

Explore the types of investigations that students conduct.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.
Summary of Investigations (6–8) coming soon

Explore the types of investigations that students conduct.

A young boy and girl sitting in a classroom, reading a book together with focused expressions.
Program structure and components (K–5)

Take a closer look at how the program is organized.

Teacher assisting two students working on laptops in a classroom; other students are in the background.
Program structure and components (6–8)

Take a closer look at how the program is organized.

Digital collage of various devices displaying educational content about earth’s energy system, including graphs and text explanations.
[Video] New! Classroom Slides

Learn more about our customizable PowerPoints for every lesson.

A laptop screen displays a writing lesson with prompts and a student's response in Amplify Classwork. The student's answer discusses dangers related to a specific scenario involving a sick child.
Classwork (6–8)

A new, intuitive approach to reviewing student work online.

An adult sits on a couch using a laptop while a child next to them does homework in a notebook.
Remote and hybrid learning guide

Amplify is here to help! Amplify Science will soon feature product enhancements and new resources that will help manage the new landscape of back-to-school 2020.

Educational presentation slides from grade 8 amplify science materials spanish kit, displaying various science topics like geology and biology.
Spanish-language supports

Learn more about the Spanish-language supports in Amplify Science.

students collaborating and using laptops
English Learners

Learn how we make learning accessible for English learners.

Amplify Science California supports you every step of the way on your journey to the California NGSS.
Students needing support

Learn how we make learning accessible for students who need more support.

Teacher using a tablet while conducting an mCLASS reading intervention with three young students seated around a table in a classroom.
Students ready for more

Learn how we make learning more rigorous for students ready for a challenge.

Two boys work together on a laptop while a woman—likely one of their middle school teachers—sits beside them, observing and smiling in a classroom setting.
Accessibility

Read more about text design and accessibility, including embedded Read-Aloud audio.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.
Approach to assessment (K–5)

Learn about our embedded formative and summative assessments.

Two students sit at desks writing in notebooks and using laptops in a classroom setting.
Approach to assessment (6–8)

Learn about our embedded formative and summative assessments.

A teacher and a young student looking at a laptop together in a colorful classroom decorated with children's artwork.
NGSS Benchmark assessments

Learn more about the Next Generation Science Standards Benchmark assessments created by Amplify.

A young girl in a classroom gives a thumbs up with both hands, smiling broadly, while other students look on in the background.
NGSS Benchmark assessments

NGSS alignment by performance expectation.

Two students in a classroom, one looking at the camera and the other listening intently, with a whiteboard displaying educational content in the background.
NGSS alignment (6–8)

NGSS alignment by performance expectation.

Ready to explore with digital access and physical samples?

Start your digital review and request physical samples with these three easy steps.

  1. Note these Ohio specific login credentials for your digital access.
    Username: t.ohscience@tryamplify.net
    Password: AmplifyNumber1
  2. Click Review now.
  3. Complete the form and select Log in with Amplify to input the Ohio specific login.
A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Contact an Amplify representative

For any questions, fill out the form to the right and a member of our sales team will reach out to you soon.

Katie Cannon
Senior Account Executive

Casie Rayes
Account executive

Matt Paupore
Senior Account Executive

Welcome, Nebraska educators!

Designed from the ground up for the NGSS to teach students to think, read, write, and argue like real scientists and engineers, Amplify Science combines literacy-rich activities with hands-on learning and digital tools to engage students in exploring compelling phenomena in every unit.

Students in a classroom interact with educational technology, featuring a diagram and charts on a screen, while working collaboratively on a laptop.

Overview

Developed by UC Berkeley’s Lawrence Hall of Science, our program features:

  • phenomena-based approach where students construct a more complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Newly crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Explore your grade level

Then select your grade level below to learn more about how we make this type of rich learning accessible to all students at every grade.

Elementary school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
A boy reads a book with an illustrated background featuring a dinosaur skull, the Earth, trees, clouds, and water.
An illustration from Needs of Plants and Animals unit

Unit 1

Needs of Plants and Animals

Student role: Scientists

Phenomenon: There are no monarch caterpillars in the Mariposa Grove community garden ever since vegetables were planted.

An illustration from the Pushes and Pulls unit

Unit 2

Pushes and Pulls

Student role: Pinball engineers

Phenomenon: Pinball machines allow people to control the direction and strength of forces on a ball.

Silueta de una estructura de parque infantil contra un cielo azul con nubes y tres soles amarillos.

Unit 3

Sunlight and Weather

Student role: Weather scientists

Phenomenon: Students at one school are too cold during morning recess, while students at another are too hot during afternoon recess.

Illustration of sea turtles swimming among seaweed in the ocean, with a large shark in the background.

Unit 1

Animal and Plant Defenses

Student role: Marine scientists

Phenomenon: Spruce the Sea Turtle will soon be released back into the ocean, where she will survive despite predators.

An illustration from the Light and Sound unit

Unit 2

Light and Sound

Student role: Light and sound engineers

Phenomenon: A puppet show company uses light and sound to depict realistic scenes in puppet shows.

An illustration from the Spinning Earth unit

Unit 3

Spinning Earth

Student role: Sky scientists

Phenomenon: The sky looks different to Sai and his grandma when they talk on the phone at night.

An elephant standing next to a tree uses its trunk to pick a fruit from a branch while more fruit hangs above.

Unit 1

Plant and Animal Relationships

Student role: Plant scientists

Phenomenon: No new chalta trees are growing in the fictional Bengal Tiger Reserve in India.

A hand holds a red bean on a table, while a wooden stick spreads white glue and scattered beans. Also on the table are a white cup and a yellow pen.

Unit 2

Properties of Materials

Student role: Glue engineers

Phenomenon: Different glue recipes result in glues that have different properties.

Ilustración de una costa con acantilados, un edificio de centro recreativo con un techo rojo y un letrero, árboles de hoja perenne, una bandera azul y una playa de arena debajo.

Unit 3

Changing Landforms

Student role: Geologists

Phenomenon: The cliff on which Oceanside Recreation Center is situated appears to be receding.

Una ilustración de un tren de alta velocidad moderno y aerodinámico que viaja por una vía elevada con un paisaje verde de fondo.

Unit 1

Balancing Forces

Student role: Engineers

Phenomenon: The fictional town of Faraday is getting a new train. Unlike typical trains, this one floats, which is causing some concern among the town’s citizens.

An illustration from the Inheritance and Traits unit

Unit 2

Inheritance and Traits

Student role: Wildlife biologists

Phenomenon: An adopted wolf in Graystone National Park has some traits in common with one wolf pack in the park and other traits in common with a different pack.

An illustration from the Environments and Survival unit

Unit 3

Environments and Survival

Student role: Biomimicry engineers

Phenomenon: Over 10 years, a population of grove snails has changed. Populations with yellow shells have decreased, while those with banded shells have increased.

An illustration from the Weather and Climate unit

Unit 4

Weather and Climate

Student role: Meteorologists

Phenomenon: Three different islands, each a contender for becoming an orangutan reserve, experience different weather patterns.

An illustration from the Energy Conversions unit

Unit 1

Energy Conversions

Student role: System engineers

Phenomenon: The fictional town of Ergstown experiences frequent blackouts. Their electrical system seems to be failing.

An illustration from the Vision and Light unit

Unit 2

Vision and Light

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.

An illustration from the Earth's Features unit

Unit 3

Earth’s Features

Student role: Geologists


Phenomenon: A mysterious fossil is discovered in a canyon within the fictional Desert Rocks National Park.

An illustration from the Waves, Energy, and Information unit

Unit 4

Waves, Energy, and Information

Student role: Marine scientists

Phenomenon: Mother dolphins in the fictional Blue Bay National Park communicate with their calves despite the distance between them.

An illustration from the Patterns of Earth and Sky unit

Unit 1

Patterns of Earth and Sky

Student role: Astronomers

Phenomenon: An ancient artifact depicts what we see in the sky at different times of the day, but it appears to be missing a piece.

An illustration from the Modeling Matter unit

Unit 2

Modeling Matter

Student role: Food scientists

Phenomenon: Some ingredients dissolve in a salad dressing while others, like oil and vinegar, appear to separate

Illustration of a pixelated green mountain cliff deconstructing into a digital grid, with red dots floating over a tranquil sea and flying white birds.

Unit 3

The Earth System

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.

An illustration from the Ecosystem Restoration unit

Unit 4

Ecosystem Restoration

Student role: Ecologists

Phenomenon: The jaguars, sloths, and cecropia trees in a reforested section of a Costa Rican rain forest are not growing or thriving.

Middle school

When you’re ready:

  1. Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  2. Download some helpful resources to support your review.
  3. Explore the digital Teacher’s Guide by clicking the orange “Review now” button.
A person in a black hoodie smiles while working on a laptop, surrounded by illustrations of rockets, satellites, popsicles, and the Earth.
Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

LAUNCH

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

CORE

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

ENGINEERING INTERNSHIP

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.

CORE

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

CORE

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.  

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

CORE

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

An illustration from the Weather Patterns unit

CORE

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

An illustration from the Earth's Changing Climate unit

CORE

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Engineering Internship

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

LAUNCH

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.  

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

CORE

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.   

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

ENGINEERING INTERNSHIP

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

CORE

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.

CORE

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.  

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

ENGINEERING INTERNSHIP

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

An illustration from the Chemical Reactions unit

CORE

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.   

An illustration of a whale with jellyfish and turtles from Amplify Science

CORE

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.  

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

CORE

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

LAUNCH

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.

CORE

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.   

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

ENGINEERING INTERNSHIP

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

CORE

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

An illustration from the Light Waves unit

CORE

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.   

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

CORE

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

CORE

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

ENGINEERING INTERNSHIP

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.   

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

CORE

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Resources to support your review

Select a topic below to explore helpful resources with more information about Amplify Science, the program’s development, and pedagogy.

Dos niñas están sentadas en una mesa, mirando juntas la pantalla de una computadora portátil en un salón de clases. Al fondo se ven estanterías con libros y materiales de clase.
Two children engaged in an animated conversation while sitting at a school desk with laptops and books.
Phenomena and storylines (K–5)

Read more about the real-world phenomena featured in each unit.

Children doing schoolwork at home
Phenomena and storylines (6–8)

Read more about the real-world phenomena featured in each unit.

Four-step educational infographic depicting problem-solving process: engaging with real-world problems, exploring multiple sources, constructing explanations, and applying knowledge to new problems.
Integrated 5e model

Learn how the 5E elements are integrated throughout every unit.

A woman smiling and gesturing while speaking, seated in a classroom with computers and educational materials around her, with a paused video screen featuring text about "amplify science.
[Video] Planning in action (K–5)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

A screenshot from a video titled "amplify science in action: a week in the..." featuring a smiling woman sitting in a classroom setting.
[Video] Planning in action (6–8)

Watch how easy it is for Amplify Science teachers to prep their 3-D instruction.

Two children sitting at a table, one in a yellow shirt and the other in pink, smiling and looking forward.
[Video] Hands-on in action (K–5)

Watch Amplify Science students conduct hands-on investigations.

A boy in a science classroom observes a reaction in a clear cup. Other students and lab materials are in the background.
[Video] Hands-on in action (6–8)

Watch Amplify Science students conduct hands-on investigations.

Two children in school uniforms work together on laptops in a classroom setting, with focus on learning and collaboration.
[Video] Simulations and modeling tools (K–5)

Watch how students investigate phenomena with the help of digital tools.

Students sitting at a table using laptops, engaging in a classroom activity.
[Video] Simulations and modeling tools (6–8)

Watch how students investigate phenomena with the help of digital tools.

A young girl wearing safety goggles stretches a gooey substance from a cup in a kitchen or classroom setting.
Summary of Investigations (K–5)

Explore the types of investigations that students conduct.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.
Summary of Investigations (6–8)

Explore the types of investigations that students conduct.

A young boy and girl sitting in a classroom, reading a book together with focused expressions.
Program structure and components (K–5)

Take a closer look at how the program is organized.

Teacher assisting two students working on laptops in a classroom; other students are in the background.
Program structure and components (6–8)

Take a closer look at how the program is organized.

Digital collage of various devices displaying educational content about earth’s energy system, including graphs and text explanations.
[Video] New! Classroom Slides

Learn more about our customizable PowerPoints for every lesson.

A laptop screen displays a writing lesson with prompts and a student's response in Amplify Classwork. The student's answer discusses dangers related to a specific scenario involving a sick child.
Classwork (6–8)

A new, intuitive approach to reviewing student work online.

students collaborating and using laptops
English Learners

Learn how we make learning accessible for English learners.

Amplify Science California supports you every step of the way on your journey to the California NGSS.
Students needing support

Learn how we make learning accessible for students who need more support.

Teacher using a tablet while conducting an mCLASS reading intervention with three young students seated around a table in a classroom.
Students ready for more

Learn how we make learning more rigorous for students ready for a challenge.

Two young children sit at a table looking at an open book, with other books placed in front of them. A play button is visible over the image.
[Video] Literacy in action (K–5)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence

A student writes in a notebook, holding a pencil, focused on the task.
[Video] Literacy in action (6–8)

Watch students use scientific text to obtain information and practice reading skills, while using writing prompts to create arguments using evidence.

A teacher in a green shirt helps a young student with writing at a classroom table, with other students and large numbers visible on the wall in the background.
Literacy-rich science instruction (K–5)

Immersing young students in reading, writing, and arguing like real scientists and engineers.

Two students sit at a table in a classroom, working on an assignment together. Other students are also seated and appear to be engaged in their work. Papers and books are spread out on the tables.
Active Reading in grades 6–8

Engaging middle school students in complex science texts.

Two boys work together on a laptop while a woman—likely one of their middle school teachers—sits beside them, observing and smiling in a classroom setting.
Accessibility

Read more about text design and accessibility, including embedded Read-Aloud audio.

A teacher discusses educational content in front of a whiteboard while students in the classroom raise their hands eagerly.
Approach to assessment (K–5)

Learn about our embedded formative and summative assessments.

Two students sit at desks writing in notebooks and using laptops in a classroom setting.
Approach to assessment (6–8)

Learn about our embedded formative and summative assessments.

A teacher and a young student looking at a laptop together in a colorful classroom decorated with children's artwork.
NGSS Benchmark assessments

Learn more about the Next Generation Science Standards Benchmark assessments created by Amplify.

A young girl in a classroom gives a thumbs up with both hands, smiling broadly, while other students look on in the background.
NGSS alignment (K–5)

NGSS alignment by performance expectation.

Two students in a classroom, one looking at the camera and the other listening intently, with a whiteboard displaying educational content in the background.
NGSS alignment (6–8)

NGSS alignment by performance expectation.

Two children sit at a table with Chromebooks, facing each other and talking, in a classroom with books and storage bins in the background.
Remote and hybrid learning guide

Amplify is here to help! Amplify Science will soon feature product enhancements and new resources that will help manage the new landscape of back-to-school 2020.

Educational presentation slides from grade 8 amplify science materials spanish kit, displaying various science topics like geology and biology.
Spanish-language supports

Learn more about the Spanish-language supports in Amplify Science.

Ready to start exploring with digital access?

A woman sits at a desk in a classroom, working on a laptop with an open binder and papers in front of her.

Contact an Amplify representative

Laina Armbruster
larmbruster@amplify.com
(602) 791-4135

Bob McCarty
rmccarty@amplify.com
(435) 655-1731

Kristin McDonald
kmcdonald@amplify.com
(515) 240-0244

Welcome to Grade 8

BACK TO MAIN 6–8 PAGE

Amplify Science California is so effective you can cover 100% of the NGSS in fewer lessons than other programs.
 
Plus, you can breathe a sigh of relief knowing we give you enough materials to support 200 students. In fact, our material kits:

  • Support small groups of 4-5 students.
  • Make organization and finding materials easy.
  • Last longer with only one of the nine kits requiring refills.
Collage of four images: a spaceship in space, hands using a glue gun on crafts, a solar panel connected to bulbs, and an illustration of a person surfing with neon effects.

What students learn

When you’re ready:

  • Find a summary of each unit below including each unit’s student role and anchor phenomenon.
  • Click on the orange “See how the unit works” link to download a helpful Unit Guide. These guides make great companions to busy reviewers looking for a big-picture understanding of how each unit works.
An illustration from the Harnessing Human Energy unit

Unit 1

Harnessing Human Energy

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power electrical devices used during rescue missions.

An illustration from the Force and Motion unit

Unit 2

Force and Motion

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod collided with the docking station and failed to dock as planned.

See how this unit works

An illustration from the Force and Motion: Engineering Internship unit

Unit 3

Force and Motion Engineering Internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can better protect pods and their contents.

An illustration from the Magnetic Fields unit

Unit 4

Magnetic Fields

Student role: Physicists

Phenomenon: During its third magnetic spacecraft launcher test, a model spacecraft far exceeded its target speed.

An illustration from the Light Waves unit

Unit 5

Light Waves

Student role: Spectroscopists

Phenomenon: The rate of skin cancer in Australia is higher than other parts of the world despite getting the same or less sunlight.

See how this unit works

An illustration from the Earth, Moon, and Sun unit

Unit 6

Earth, Moon, and Sun

Student role: Astronomers

Phenomenon: Pictures of specific features on the Moon can only be taken by an astrophotographer at certain times.

See how this unit works

Cartoon image of a yellow dinosaur among green dinosaurs, all with meat and vegetables on their backs, standing in a grassy landscape.

Unit 7

Natural Selection

Student role: Biologists

Phenomenon: The rough-skinned newt population in Oregon State Park has become more poisonous over time.

See how this unit works

An illustration from the Natural Selection: Engineering Internship unit

Unit 8

Natural Selection Engineering Internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development.

An illustration from the Evolutionary History unit

Unit 9

Evolutionary History

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.

See how this unit works

How teachers teach

When you’re ready:

  • Scroll down and take a closer look at your classroom resources.
  • Click on the orange links below each component to see grade-specific samples.
Most adopted curriculum for the NGSS California

Classroom Slides

These customizable PowerPoints are available for every lesson of the program and make delivering instruction a snap with visual prompts, colorful activity instructions, investigation set-up videos and animations, and suggested teacher talk in the notes section of each slide.

Video introduction to Classroom Slides

Sample Classroom Slides

An educational website open on a laptop displaying a lesson about “ force and motion: docking failure in space” alongside a teacher’s guide notebook.

Teacher’s Reference Guide

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Login to platform below to access

Amplify Science California supports 3-D learning with more materials than any other program.

Materials Kits

Our kits include enough non-consumable materials to support 200 student uses. In other words, you have enough materials to support all five periods and small groups of 4-5 students each. Plus, our unit-specific kits mean you just grab the tub you need and then put it all back with ease.

List of investigations by unit

List of materials by unit

A digital simulation from Amplify Science

Simulations and Practice Tools

Our digital Simulations and Practice Tools are powerful resources for exploration, data collection, and student collaboration. They allow students the ability to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

Video overview of digital tools

List of digital tools by unit

Device calendars by unit

Open book displaying a bilingual spread about space docking failures, with illustrations of a spacecraft near the moon on a black background.

Consumable Notebooks

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

Sample Student Investigation Notebook

Sample Student Investigation Notebook (Spanish)

Illustration on a textbook cover showing various science themes, including an astronaut, wildlife, and cells, titled

Student Edition Hardcover

This durable Student Edition is grade-level specific and contains all of the articles that students refer to throughout the year. Districts may choose to pair these traditional student texts with our digital student experience or new 2-volume consumable notebook set.

Line drawing of a person using a laptop, with headphones and a line illustration of a rocket launching above their head, symbolizing creativity or inspiration in Boost Reading.


Coming Soon

Unlike other publishers, we don’t make you wait until your next adoption to get the latest and greatest from Amplify. We’re always launching new and exciting features. What’s more, we’ll push them out to you even after you adopt us!

See what’s coming for 2020-2021

Navigating the program

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.

Navigating a Launch Unit

Launch units are the first units taught in each year of the program. The goal of a Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year.

Navigating an Engineering Internship

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating a Core Unit

Core units introduce a real-world problem and support students as they figure out the anchoring phenomenon and gain an understanding of the unit’s DCIs, SEPs, and CCCs.

Navigating Classwork and Reporting

Classwork is our new online grading tool that gives you quick and easy access to unreviewed work, student portfolios of work, and automatically generated differentiation groups.

Welcome, Lake Washington reviewers!

To view this protected page, enter the password below:



A closer look at grades 6–8

Amplify Science is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process diagram: Spark intrigue, Explore evidence, Explain and elaborate, and Evaluate claims, connected by arrows, with an engagement statement below.

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 6–8 program to address 100% of the NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract digital artwork featuring a yellow human figure, red shapes, and a blue-toned screen, with vibrant, multicolored patterns and textures in the background.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

An abstract illustration of a person receiving an oral examination, with colorful geometric shapes and an eye chart in the background.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Abstract orange background with geometric shapes, featuring icons of a vest, bar chart, leaf, beaker, fruit, medical stethoscope, and an envelope within a hexagonal frame.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Six spiders with varying body colors (brown, yellow, blue, and red) and patterns are arranged on a dark, textured background, seemingly in a diagram or chart formation.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person with closed eyes in a red winter coat and hat, surrounded by falling snow and orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Abstract illustration of a sun with blue and orange rays over a colorful landscape featuring green hills and a vibrant sky.
Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of clouds above a small town and farmland, with wind currents depicted swirling through the landscape under a blue sky.
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

A polar bear stands on a small floating ice sheet in the ocean, surrounded by melting ice, with a red sun in the sky.
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

A purple hexagonal graphic with icons including a building, wrench, screwdriver, sun, molecules, paint bucket, and tiles on a geometric patterned background.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A robotic rover sits on a hill in a rocky, reddish landscape, with visible tracks in the dust leading to its current position under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two green prehistoric reptiles with long snouts are near the shore; one is on land while the other swims in blue water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

A purple geometric background featuring a hexagonal badge with a telescope, mountain, audio wave, and star symbols inside.
Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration showing an ocean, forest, and mountains with a smoking volcano, plus a cross-section of underground tectonic plates.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Four stages of an orange popsicle melting on a stick, from fully frozen on the left to completely melted on the right, against a plain background.
Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with an outlined hexagon containing icons: a parachute, ruler, letter "A," bandage, stacked blocks, and a folded corner paper.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature. Domains: Engineering Design, Physical Science

Abstract illustration showing red and blue circles on a split blue and light background, representing molecular movement across a membrane or barrier.
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

An underwater scene with a large whale surrounded by turtles, jellyfish, and various fish swimming in different directions.
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Low-poly digital illustration of a fox hunting a rabbit in a forest with pine trees, mushrooms, mountains, and the sun in the background. Another rabbit sits near the trees.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climb over rocks filled with electronic devices; inset illustrations show a boot, a belt of batteries, and a radio.
Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

A spacecraft approaches and docks with a modular space station featuring large blue solar panels, set against a black space background.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green graphic with hexagonal emblem showing an infant, a thermometer, layered materials, a medical symbol, and a flame icon.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.

Illustration of a roller coaster car with passengers raising their arms as they descend a steep track against a blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of the Earth with arrows representing radiation or energy entering the atmosphere from space, focused on the Asia-Pacific region.
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with illuminated windows, a large full moon, stars in the sky, and a bridge visible on the left side.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four polygonal dinosaurs walking in a row, three green and one yellow, each with a rock and purple spikes on their backs, set against a grassy background with a blue sky.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background featuring a hexagonal emblem with icons of a world map, mosquito, DNA strand, bar chart, and interconnected blocks.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two tortoises with long necks are by a river; one is browsing leaves from a bush while the other is walking near the water's edge.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Families and caregivers, welcome to Amplify Desmos Math Texas K–5!

Welcome to the Amplify Desmos Math Texas K–5 Caregiver Hub. We’re here to support your student as they explore math, work with friends to solve problems, and learn new and interesting concepts—and to support you as you go on this math journey with them! Below are some suggestions and resources for how you can support their learning at home.

Learn more about Amplify Desmos Math Texas.

Para la versión en español, haga clic aquí.

Three children are engaging in a math activity with a grid and orange markers. One child holds a "9-3" card. The background includes beach elements and abstract math symbols.

Unit Caregiver Resources

For every unit of the program, we’ve created a Caregiver Resource that provides a summary of key concepts. You’ll find a Caregiver Resource for each unit, in both English and Spanish.

Unit 1: Beginning Number Concepts

Unit 2: Numbers 1–10

Unit 3: Shapes, Coins, and Financial Literacy

Unit 4: Understanding Addition and Subtraction

Unit 5: Make and Break Apart Numbers Within 10

Unit 6: Numbers 0–20

Unit 7: Solid Shapes All Around Us

Unit 1: Adding, Subtracting, and Working With Data

Unit 2: Story Problems Within 10

Unit 3: Adding and Subtracting Within 20

Unit 4: Numbers to 99 and Financial Literacy

Unit 5: Adding Within 120

Unit 6: Length Measurement Within 120 Units

Unit 7: Geometry and Time

Unit 1: Working With Data and Developing Financial Literacy

Unit 2: Adding and Subtracting Within 100

Unit 3: Measuring and Solving Problems Using Length

Unit 4: Numbers to 1,200

Unit 5: Geometry and Time

Unit 6: Adding and Subracting Within 1,000

Unit 7: Equal Groups and Area

Unit 1: Introducing Multiplication

Unit 2: Adding, Subtracting, and Rounding Larger Numbers

Unit 3: Relating Multiplication to Division

Unit 4: Fractions as Numbers

Unit 5: Measurement and Financial Literacy

Unit 6: Sorting and Classifying Shapes

Unit 1: Fraction Equivalence and Comparison

Unit 2: Extending Operations to Fractions

Unit 3: From Hundredths to One Billion

Unit 4: Mathematical Relationships and Financial Literacy

Unit 5: Multiplying and Dividing Multi-Digit Numbers

Unit 6: Angles and Properties of Shapes

Unit 1: Volume, Factors, and Expresssions

Unit 2: Multiplying and Dividing Fractions

Unit 3: Multi-Digit Multiplication and Division and Financial Literacy

Unit 4: Place Value Patterns and Decimal Operations

Unit 5: Measurement, Fraction Operations, and Data

Unit 6: Geometry and Algebraic Reasoning

Sub-Unit Summaries

Access Amplify Desmos Math at home.

In addition to a print Student Edition workbook, your student will have digital access to all learning, practice, and assessment materials through the Amplify platform. The digital curriculum can be accessed in school and at home by following these instructions:

  • Select the Amplify Desmos Math button.
  • Select Log in with Amplify.
  • Enter your student’s username and password provided by your student’s teacher.
  • Select the desired grade level.

Once logged in, caregivers can view student work by opening previous assignments.

Learn how to navigate the student home page.

Materials overview

Amplify Desmos Math Texas supports blended learning with supporting print materials and a unique digital experience. All K–5 lessons are available in a write-in Student Edition book. Many of the lessons include hands-on activities with manipulatives, tools that help students understand abstract concepts by making them tangible. Your student will also work with digital devices for an age-appropriate number of lessons.

When students use devices, teachers can monitor their work in real time, making sure they get the exact support that they need at every part of the lesson, in and outside of class.

Una interfaz digital que muestra los nombres anónimos de los estudiantes y su estado de participación en diversas actividades. La interfaz incluye opciones para realizar resúmenes, capturas de pantalla y vistas individuales de los estudiantes.

Components of a lesson

Students in an Amplify Desmos Math Texas classroom can be seen (and heard!) asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

A typical Amplify Desmos Math Texas lesson includes:

  • Warm-up: A short, attention-getting problem to pique students’ interest in the lesson.
  • Activities: One to two mini-activities that challenge students’ problem-solving skills.
  • Synthesis: Discussion to review and bring together the important concepts from the lesson.
  • Show What You Know and Reflection: Questions for students to show what they know from the lesson. (Note: The Show What You Know lesson assessment is optional for kindergarten and grade 1.)
  • Centers: Student-led activity stations that reinforce the math learned during lesson activities through interactive and often game-like formats. In kindergarten and grade 1, time for Centers is built into the last 15 minutes of every lesson.

To support, strengthen, and stretch students’ learning after the lesson, Amplify Desmos Math Texas offers options for:

  • Differentiation: Mini-Lessons, Centers, Extensions, Boost Personalized Learning, and Fluency Practice.
  • Practice: Additional problems your student’s teacher may assign for classwork or homework.

Support math learning at home.

You can support your student’s math learning outside of school in many ways:

Your student’s teacher may assign practice problems at the end of each lesson for classwork or homework. If your student has already completed the practice problems for the lesson, ask them to walk you through how they solved each problem, or talk about any parts that were challenging for them. Ask your student follow-up questions to encourage the use of math language as they explain their thinking, such as, “How do you know?,” “How can you show your thinking?,” or “How would you describe that?” If students are stuck, ask support questions, such as, “What information do you know here?” or “How could you represent this problem?”

Your student’s teacher may introduce a Center game with students in the lesson or beyond the lesson. These games are aligned to the math of the unit and can be played with students outside of class. Your student’s teacher may introduce a Center game to students during or after completing a lesson, or you may need to teach the game before you play by using easy-to-follow instructions. Try out the following Center games with your student!

Each unit in Amplify Desmos Math begins with a Read-Aloud to engage students and provide context for the math of the unit. Elements and characters from the Unit Story then appear in lessons throughout the unit.

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Relate math to daily activities at home, whether grocery shopping, preparing a meal, or planning for a trip to the store. Your student can help you figure out how many more apples there are than oranges in the grocery cart, show how to split a sandwich into fourths, or figure out how much change you’ll receive in exchange for a $10 bill. Encourage your student to point out ways that you use math in your daily tasks.

Remind your student that getting stuck is part of the process—a necessary and beneficial part of learning. Many students (and adults) fear making mistakes, but research shows that mistakes help our brains grow! When your student gets stuck on a problem, encourage them to keep trying different strategies even if they’re not sure they’re right.

Join our User Research Community!

Help shape Amplify products.

Educators and students are at the center of what we do. That’s why we test our products with real users, visit classrooms across the country, and gather ideas and feedback from educators like you! This is how we ensure that we’re developing new products that meet your needs, as well as continuously improving our existing products to better support your classrooms.

That’s where our User Research Community comes in. This is a group of valued educators we look to for their expertise! They regularly participate in research and feedback opportunities and share their insights with our Product teams.

We hope you’ll consider joining Amplify’s User Research Community. When we have a study that’s a good fit for you, our team will reach out with details and next steps.

A person is using a tablet, immersed in progress and analytics data graphics on a white and orange backdrop, reminiscent of tools often employed by school administrators.

Why participate in user research?

Make an impact

Help influence and improve Amplify products by sharing your feedback and ideas

Get sneak peeks

Learn about new products and features that Amplify teams are working on

Connect with us

Share your thoughts and feedback directly with Amplify product development teams

Enjoy thank-you gifts

Receive incentives as a thank you for your time

What to expect

When you sign up to join the Amplify User Research Community, we’ll ask you some questions that will help us match you with research studies. When an opportunity sounds like a good fit, we’ll send you an email and share the details up front, such as study topic, research format, time commitment, and compensation. Then, you can decide if you’d like to participate.

A person in a shirt and tie, possibly a school administrator, reviews documents at a desk. Inset is an image of the "User Research Community Questionnaire," perhaps focusing on insights from K-12 teachers.
Three people from the research community collaborate with digital devices, including a tablet and a laptop, fervently discussing their findings.

Frequently asked questions

We’re looking for all types of educators to join our User Research Community: new Amplify users, power users, and everyone in between. We’re also looking for people who don’t use our products. If you work in a school setting or support schools, we want to hear from you. Here are some of the people we’d love to connect with:

  • Classroom teachers (PreK–12)
  • Biliteracy teachers
  • Special education teachers
  • Interventionists
  • Coaches
  • Curriculum directors
  • School administrators
  • District administrations
  • Parents and caregivers

We have a separate research program for K–12 students. Learn more about our Playtesting program below.

Amplify runs a variety of research studies, and we’ll include the details of the study in our email. When you participate in one of our studies, you might be invited to:

  • Talk to a researcher in a video call: Share your experiences with a specific product.
  • Share your screen: Show us how you use Amplify’s products, try out a prototype, or test new features.
  • Complete a survey: Answer questions about your current practices and/or preferences.
  • Host a school visit: Have a few Amplify employees visit your classroom to observe our programs in action.
  • Participate in a long-form study: These studies may involve a small commitment for several days or over a few weeks. You may be asked to review new materials or designs or to try something out in your classroom. Our researchers may ask you to respond to questions or take notes based on your experience using a product.

The information you provide will only be used to match you with suitable research studies and won’t be shared or sold to external parties. All data is stored on a secure server. See our Privacy Policy for more detail.

Amplify’s goal is to design welcoming product experiences. To do this well, it’s important for us to get feedback from everyone. We collect demographic information to help ensure that study participants represent the educators, students, and school environments we serve. All questions are optional and your information is kept confidential in accordance with our Privacy Policy.

You can opt out at any time by clicking unsubscribe in any of our research emails.

We typically offer e-gift cards as a way of saying thank you to those who participate in our research studies. We’ll include the exact details of the thank-you gift in the email invitation for the session. If your session is eligible for a thank-you gift card, you should receive it within five business days after completing your session. Please note that not all study participants will receive a thank-you gift.

Amplify Playtesting Program

A fun and empowering experience for kids

Students in our Playtesting Program provide feedback on new Amplify games and features as they’re being developed. Our researchers work one-on-one with students for 30 minutes at a time, inviting them to interact with new games and designs and gathering their feedback. We then integrate that feedback directly into our product development. It’s a chance for students to share their thoughts and ideas and have a real impact on the programs we’re building.

A girl wearing headphones smiles while using a laptop, surrounded by illustrations of a building and a house. A colorful creature dances nearby, reminiscent of the creative tools K-12 teachers use to inspire young minds.

Who can participate?
Any students in kindergarten through grade 12 this school year can be part of our playtesting program, with parental permission.

What are the perks?
Aside from a fun time and a sneak peek at what’s in development, all students receive a $20 Amazon gift card for participating in a playtesting session.

When, where, and how do kids participate?
When playtesting needs arise, our User Research team will reach out to parents/caregivers to schedule a Google Meet session at a time that’s convenient for you and your child.

How can I sign my child up?
To enroll your student, please fill out this consent form. Your child will then be added to our playtesting program database. When a playtesting opportunity arises that we think would be a good fit, we’ll reach out!

A closer look at grades 6–8

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the domain model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
A four-step process diagram with icons: spark a real-world problem, explore sources, explain and elaborate, and evaluate claims, all linking to engage with cohesive storylines.

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 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45-minutes, though teachers can expand or contract the timing to meet their needs.

Chart displaying educational science topics for grades 6 to 8, categorized by grade level, duration in days, and number of classes. Includes subjects like microbiome, geology, and natural selection.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to read actively in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Download unit guide

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Download unit guide

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Download unit guide

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.
Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

An illustration from the Weather Patterns unit
Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

Download unit guide

An illustration from the Earth's Changing Climate unit
Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Download unit guide

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Download unit guide

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.
Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Download unit guide

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.
Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Download unit guide

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.
Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

An illustration from the Chemical Reactions unit
Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

Download unit guide

An illustration of a whale with jellyfish and turtles from Amplify Science
Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Download unit guide

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.
Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Download unit guide

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.
Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Download unit guide

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

An illustration from the Light Waves unit
Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

Download unit guide

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Download unit guide

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.
Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Download unit guide

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.
Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Download unit guide

Amplify ELA – Review for grades 6-8

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Welcome, Tennessee educators!

Amplify Core Knowledge Language Arts (CKLA) is the Tennessee program built on the Science of Reading research. Using a fundamentally different approach to language arts, CKLA sequences deep content knowledge with research-based foundational skills.

Children attentively watch something; one child wears a blue shirt and others are visible in the background. Illustrations include reading, a city with a bridge, and a figure resembling Poseidon.

High quality instructional materials

Amplify Core Knowledge Language Arts (CKLA) has been approved by the state of Tennessee.

Outline map of tennessee with the state name superimposed in a simple font.

All-green on EdReports

EdReports, an independent curriculum review nonprofit, rates curriculum on three gateways: Text Quality, Building Knowledge, and Usability. Amplify CKLA earned a green rating in all three.

Read the review on EdReports.

Illustration of a child dressed as a superhero surrounded by three colorful children's books titled "the green fern zoo," "CKLA fables," and an educational game interface.

Science of Reading

Tennessee has an initiative to get 75 percent of the state’s third graders proficient by 2025. This Science of Reading toolkit will provide some insight into the research behind the Science of Reading and tools to help you support your students as they become proficient readers.

Program overview

Amplify CKLA inspires curiosity and drives results, empowering all students with rich background knowledge. See what schools are saying about our knowledge-based curriculum.

Background Knowledge drives results for Tennessee students

Our approach to building background knowledge is based on three pillars often overlooked in other curricula. It is:

  • Content-specific.
    Clearly-outlined content objectives are specific and support the development of knowledge in history, science, literature, culture, and the arts.
  • Cumulative.
    Topics and vocabulary connect within and across grades, allowing students to extend knowledge and revisit topics in increasing depth in later grades.
  • Coherent.
    When curriculum is fragmentary and disconnected, students face repetitions as well as gaps that can hinder learning. An intentional
    design ensures the curriculum fits together as a whole.

Foundational skills instruction that makes a difference

Amplify CKLA’s second design principle is a research-based approach to foundational skills that gets real results.

  • Explicit.
    Learning isn’t left to chance. All 44 sounds and their 150 spellings in the English language are taught, practiced, and mastered, with ample opportunity to encounter each sound-spelling in diverse settings.
  • Sequential.
    By moving in a sequence from easier to more complex in phonics and foundational reading skills, students master concepts before moving forward and gradually become more independent
  • Rewarding.
    Learning to read should be fun. Decodabe chapter-books that feature dynamic plots and characters make kids want to read more. Engaging stories include children who discover fossils and a grandmother who flies hang gliders.
Illustration of two strands: one for language comprehension with components like knowledge and vocabulary, and another for word recognition with elements like sounds and letters, intertwining.

Materials

The program provides engaging print and multimedia materials designed to provide a robust literacy-rich foundation in every classroom.

Teacher Materials

Research-based lessons integrate foundational literacy skills and cross-curricular content knowledge.

  • Teacher Guides
  • Projectable lesson components
  • Quests for the Core for Grades 3–5 (immersive, problem-based learning)
Grade 6 Unit 4 Eureka! Teacher Guide
Cover of a Grade 3 activity book titled "Unit 9: Early Explorations of North America" featuring a map and a sailing ship.

Student materials

Engaging student resources include dynamic decodable chapter books and content-rich, cross-curricular Readers.

  • Student Readers
  • Activity Books
  • Formative Assessments
  • Poet’s Journal and Writer’s Journal (write-in Readers for Grades 4–5)

Multimedia resources

Access the program’s online resources anywhere, anytime, from any device.

  • Teacher and student materials
  • Knowledge Builder animated videos
  • Sound Library songs and videos
  • Differentiation and enrichment guides
  • Real-time program support via email, live chat, and phone
  • Professional learning videos, webinars, and self-driven modules
A laptop screen displays the Amplify CKLA website with options to select grades Pre-K to 3.
Illustration of educational items including a notebook, pencil, basketball, trophy, school bus, magnifying glass, graduation cap, light bulb, ribbon, globe, pencils, and laptop.

Hands-on phonics materials

Multisensory phonics and foundational skills resources give students the opportunity to practice key skills using diverse, fun approaches that build independence.

  • Big Books
  • Large and Small Letter Cards
  • Spelling Cards
  • Vowel and Consonant Code Flip Books
  • Chaining Folders
“This has been the single most powerful curriculum implementation I have seen in my 16 years of education. ”

Deanna Zarichansky

Assistant Principal, Trousdale County Elementary School, Hartsville, TN

Amplify CKLA In Action

Take a peek inside a classroom, spotlight experiences on knowledge and foundational skills and hear fellow educators and students discuss the power of Amplify CKLA

Contacts

A smiling woman with shoulder-length blonde hair, wearing an orange blouse and gold earrings, against a light background.

Chasity O’Quinn
Account Executive for East Tennessee
coquinn@amplify.com
(865) 599-5101

Portrait of a smiling woman with short brown hair, wearing glasses, a black blouse, and a pearl necklace against a maroon background.

Ann Patterson
Account Executive for West Tennessee
apatterson@amplify.com
(704) 813-7757

Illustration of a woman with architectural plans, a child reading a book, and sketches of diverse people, symbolizing creativity and learning.

Welcome, Florida K–5 educators!

Amplify Core Knowledge Language Arts (CKLA) Florida is the program built on the latest Science of Reading research. Using a fundamentally different approach to language arts, Amplify CKLA Florida sequences deep content knowledge with research-based foundational skills.

Amplify CKLA Florida Program Guide

Built on the science of reading

The cornerstones of reading comprehension in Florida assert that foundational instruction matters; knowledge matters; and curriculum matters. Amplify CKLA Florida is built on the Science of Reading. To support you before your review, we put together a Science of Reading Toolkit that will provide some insight into the research behind the Science of Reading. It will also show why we designed Amplify CKLA for Florida educators to mirror this critical research.

Promotional graphic for "science of reading: the podcast" featuring text alongside colorful, diagonal lines with education-related words.
Illustration depicting two overlapping learning curves labeled "knowledge" and "skills," with stages like "vocabulary," "connections," and "words" leading to integration in an online language arts curriculum.

Foundational instruction matters

Amplify CKLA Florida’s first design principle is a research-based, explicit, and systematic approach to foundational skills that gets real results.

  • Explicit.
  • Learning isn’t left to chance. All 44 sounds and their 150 spellings in the English language are taught, practiced, and mastered, with ample opportunity for students to encounter each sound-spelling in diverse settings.
  • Sequential.
  • By moving in a sequence from easier to more complex in phonics and foundational reading skills, students master concepts before moving forward and gradually become more independent.
  • Rewarding
  • Learning to read should be fun. Decodable chapter books that feature dynamic plots and characters make kids want to read more. The engaging stories feature children who discover fossils, a grandmother who flies hang gliders, and more.

Knowledge matters

Amplify CKLA Florida’s second design principle is that reading comprehension depends more on relevant background knowledge than on mastery of reading strategies. Knowledge builds on knowledge.

Our approach to building background knowledge is based on three pillars often overlooked in other programs. It is:

  • Content-specific.
    Clearly outlined content objectives are specific and support the development of knowledge in history, science, literature, culture, and the arts.
  • Cumulative.
    Topics and vocabulary connect within and across grades, allowing students to extend knowledge and revisit topics in increasing depth in later grades.
  • Coherent.
    When curriculum is fragmentary and disconnected, students face repetitions as well as gaps that can hinder learning. An intentional design ensures the curriculum fits together as a whole.
  • Amplify and ReadWorks have partnered to provide Amplify CKLA Florida classrooms a way to expand knowledge in connected yet varied ways.
    • ReadWorks
      • Login Credentials for ReadWorks
        Username:  t.floridackla@tryamplify.net
        Password: FLReviewer
Three children looking at an open book

Curriculum matters

Amplify CKLA was built on the science of reading research to meet the all standards in a vertically and horizontally aligned, coherent, and cumulative knowledge-based curriculum. To encourage a broader view of literacy, our intentional design embraces history, art, science, music and other disciplines to ensure that all West Virginia students have a level playing field. 

What’s included

Amplify CKLA provides engaging print and multimedia materials—accessible from anywhere—that are designed to provide a robust, literacy-rich foundation in every classroom.

Proven high-quality teacher materials

Teacher supports include research-based lessons that integrate foundational literacy skills and cross-curricular content knowledge.

A collection of colorful educational books, including a shakespeare activity book and various teacher's guides, displayed with subjects like language arts and skills.
A laptop displaying a cartoon of a character running along a path, next to images of a historical architectural drawing and a person practicing calligraphy.

Student materials

Engaging student resources include dynamic decodable chapter books and content-rich, cross-curricular Readers.

Digital resources

Access the program’s online resources anywhere, anytime, from any device.

  • Digital Hub
  • Knowledge Builder animated videos (example from Grade 2)
  • Sound Library songs and videos (examples from Kindergarten)
  • eReader
  • Vocabulary App
  • Recorded Read-Alouds
  • Professional development website
  • Real-time program support via email, live chat, and phone
Screen capture of the amplify ckla portal home page displaying vibrant icons for theater, sounds, and library, with a welcoming message "hello student!" for a 2nd grader.
Close-up of a woman's lower face speaking, with a speech bubble saying "let's say it together!" and abstract shapes in the background.

Hands-on phonics materials

Multisensory phonics and foundational skills resources give students the opportunity to practice key skills using diverse, fun approaches that build independence.

  • Large and Small Letter Cards
  • Spelling Cards
  • Chaining Folders
  • Digital Big Books

Florida Resources

Woman in a floral shirt using a tablet, surrounded by graphical elements including flowers, a feather, and a dinosaur skull.

Professional learning

Amplify employs a national cohort of more than 50 ELA facilitators, all of whom have experience as former classroom teachers and many of whom are former school and/or district leaders. Our professional learning team has decades of experience working with large districts across the nation. Amplify has experience supporting district launches over multiple years and has partnered with districts of all sizes nationwide. We partner deeply with districts and tailor professional learning to their unique needs.

Amplify CKLA Florida Implementation Guide

Two women are seated at a desk, smiling and working together on a project with a laptop and notebook in an office setting.

Montana 6–8 Science

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Peoria 6–8 Science Review

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Welcome, Middle School Science Reviewers!

Thank you for taking the time to review Amplify Science for grades 6–8. On this site, you’ll find all the resources you need to learn more about this engaging and robust NGSS program. Plus, we make it easy to experience our program firsthand with a live demo account that features our interactive learning platform.

A person in protective glasses examines a glass of water, surrounded by illustrations of a rocket, telescope, polar bear, clouds, rain, and moon phases on a colorful abstract background.

Overview

With Amplify Science, students don’t just passively learn about science concepts.

No matter where your students are learning—whether at school or at home—they take on the role of scientists and engineers to actively investigate and make sense of real-world phenomena. They do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Listen to these educators share how the program empowers students to think, read, write, and argue like real scientists and engineers every day.

EdReports All-Green

Amplify Science for grades K–8 has been rated all-green by EdReports.

Read the review on EdReports.

A boy stirs a clear liquid in a plastic cup while a girl smiles beside him in a classroom with students and a teacher in the background. EdReports badge is overlaid in the corner.

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 address 100% of the NGSS in fewer days than other programs.

Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

Unit Sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.
 
In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Collage of four images: a watercolor desert scene, three kids examining a gadget, a hand placing beads into a container, and a woman in a sunhat in a stylized field.
Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.

Unit 1

Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.  

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.

Unit 2

Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.  

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.

Unit 3

Metabolism Engineering Internship

Domains: Life Science, Engineering Design

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.  

An image showing a graphic of spiders of different colors with distinct leg and body patterns, including brown, yellow, and blue variations. The background is a dark, textured surface.

Unit 4

Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.  

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.

Unit 5

Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school. 

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.

Unit 6

Ocean, Atmosphere, and Climate

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.  

Illustration of a village with houses, fields and mountains under a cloudy sky with waves of wind or rain.

Unit 7

Weather Patterns

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.  

A polar bear stands on a small ice floe in the ocean with an orange sun in the sky and distant icy mountains in the background.

Unit 8

Earth’s Changing Climate

Domains: Earth and Space Science, Life Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.  

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.

Unit 9

Earth’s Changing Climate Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.  

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.

Unit 1

Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable. 

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.

Unit 2

Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.  

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.

Unit 3

Plate Motion Engineering Internship

Domains: Earth and Space Science, Engineering Design

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.  

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.

Unit 4

Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.  

Illustration showing the stages of melting an orange popsicle: whole, partially melted, more melted, and almost completely melted, with wooden sticks, on a purple background.

Unit 5

Phase Change

Domains: Physical Science, Earth and Space Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.

Unit 6

Force and Motion Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents.  

Abstract digital artwork featuring numerous red and gray circles overlapping a split background of blue and light purple, creating a dynamic and energetic composition.

Unit 7

Chemical Reactions

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.  

An illustration of a whale with jellyfish and turtles from Amplify Science

Unit 8

Populations and Resources

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased. 

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.

Unit 9

Matter and Energy in Ecosystems

Domains: Life Science, Earth and Space Science, Physical Science

Unit type: Core

Student role: Ecologists

Phenomenon: The biodome ecosystem has collapsed.  

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.

Unit 1

Harnessing Human Energy

Domains: Physical Science, Earth and Space Science, Engineering Design

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.  

A spacecraft approaches and docks with a space station featuring large blue solar panels, set against a backdrop of outer space.

Unit 2

Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.

Unit 3

Phase Change Engineering Internship

Domains: Engineering Design, Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.  

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.

Unit 4

Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.  

Illustration of Earth with arrows and wavy lines representing solar radiation entering the atmosphere, showing a focus on the Asia-Pacific region.

Unit 5

Light Waves

Domains: Physical Science, Life Science, Earth and Space Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.

Unit 6

Earth, Moon, and Sun

Domains: Earth and Space Science, Physical Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.  

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.

Unit 7

Natural Selection

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.  

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.

Unit 8

Natural Selection Engineering Internship

Domains: Engineering Design, Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.

Unit 9

Evolutionary History

Domains: Life Science, Earth and Space Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Access program

Watch the video to the right plus the ones below showing you how to navigate our digital platform. When you’re ready, follow the instructions below to log into our live demo account.

  • Click the orange button below to access the platform.
  • Choose the resources you’d like to review.
  • Pick your grade level from the drop-down menu.
  • Scroll down to find additional grade-level resources.

Navigating an Engineering Internship (Part 1)

This Part 1 video demonstrates how Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. In the process, they apply and deepen their learning from Core units.

Navigating an Engineering Internship (Part 2)

This Part 2 video demonstrates how to use the Futura Workspace to manage the immersive experience of the Engineering Internship units. This includes guidance on how to create student groups, how to review student work, and how to send students targeted feedback on their designs.

Navigating our reporting tools

Teachers of Amplify Science grades 6–8 have access to a feature called Reporting. When unit assessments are administered digitally, the Reporting tool enables teachers to analyze student performance on the unit assessments.

Differentiation post-assessment

Every core unit of Amplify Science 6–8 features a formal formative assessment opportunity at the mid-way point, or “Critical Juncture,” of the unit, which provides an important opportunity for differentiation.

Get in touch

Smiling man with short hair and a trimmed beard wearing a light blue collared shirt against a plain white background.

Have questions? Bob McCarty is standing by and ready to help.

Robert “Bob” McCarty
Senior Account Executive
(435) 655-1731
rmccarty@amplify.com

Sweetwater 6–8 Science

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Our new activity page: Inside the renovation

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A closer look at grades 6–8 (domain)

Amplify Science California is based on the latest research on teaching and learning and helps teachers deliver rigorous and riveting lessons through hands-on investigations, literacy-rich activities, and interactive digital tools that empower students to think, read, write, and argue like real scientists.

In the 6–8 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.

Is your school implementing the integrated model? Click here.

Collage of four images showing children engaged in educational activities such as conducting experiments and crafting in a classroom setting.
Graphic showing a research process with four steps: spark intrigue with a real-world problem, explore evidence, explain and elaborate, and evaluate claims, connected in a cycle with arrows.

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 6–8 program to address 100% of the California NGSS in fewer lessons than other programs.

Scope and sequence

Every year of our grades 6–8 sequence consists of 9 units, with each unit containing 10–19 lessons. Lessons are written to last a minimum of 45 minutes, though teachers can expand or contract the timing to meet their needs.

A grid of educational icons, each representing a different science topic, such as earth and space science, life science, and physical science, with titles and lesson counts.

Unit types

Each unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, while also serving a unique purpose.

In grades 6–8, there are three types of units:

  • One unit is a launch unit.
  • Three units are core units.
  • Two units are engineering internships.
Launch units

Launch units are the first units taught in each year of Amplify Science California. The goal of the Launch unit is to introduce students to norms, routines, and practices that will be built on throughout the year, including argumentation, active reading, and using the program’s technology. For example, rather than taking the time to explain the process of active reading in every unit in a given year, it is explained thoroughly in the Launch unit, thereby preparing students to actively read in all subsequent units.

Core units

Core units establish the context of the unit by introducing students to a real-world problem. As students move through lessons in a Core unit, they figure out the unit’s anchoring phenomenon, gain an understanding of the unit’s disciplinary core ideas and science and engineering practices, and make linkages across topics through the crosscutting concepts. Each Core unit culminates with a Science Seminar and final writing activity.

Engineering Internship units

Engineering Internship units invite students to design solutions for real-world problems as interns for a fictional company called Futura. Students figure out how to help those in need, from tsunami victims in Sri Lanka to premature babies, through the application of engineering practices. In the process, they apply and deepen their learning from Core units.

Units at a glance

A barren, rocky desert landscape with rover tracks leading to a distant vehicle on a hill under a hazy sky.
Geology on Mars

Domain: Earth and Space Science

Unit type: Launch

Student role: Planetary geologists

Phenomenon: Analyzing data about landforms on Mars can provide evidence that Mars may have once been habitable.    

Two prehistoric reptiles with long snouts and tails are near the shore, one on land and one in water, with plants, rocks, and an island in the background.
Plate Motion

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Mesosaurus fossils have been found on continents separated by thousands of kilometers of ocean, even though the Mesosaurus species once lived all together.    

Download unit guide

Geometric design featuring a telescope, mountain, sound waves, and cosmic elements on a purple hexagonal background.
Plate Motion Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Patterns in earthquake data can be used to design an effective tsunami warning system.    

Illustration of a cross-section of Earth showing a volcano near the ocean. Trees, mountains, and clouds are visible above, with subterranean layers below.
Rock Transformations

Domain: Earth and Space Science

Unit type: Core

Student role: Geologists

Phenomenon: Rock samples from the Great Plains and from the Rocky Mountains — regions hundreds of miles apart — look very different, but have surprisingly similar mineral compositions.    

Download unit guide

A city skyline at night with a prominent full moon, stars in the sky, and a bridge silhouette on the left.
Earth, Sun, and Moon

Domain: Earth and Space Science

Unit type: Core

Student role: Astronomers

Phenomenon: An astrophotographer can only take pictures of specific features on the Moon at certain times.    

Download unit guide

Abstract artwork depicting a bright sun with blue and orange swirling patterns next to green hills under a sky with shades of blue, orange, and red.
Ocean, Atmosphere, and Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: During El Niño years, the air temperature in Christchurch, New Zealand is cooler than usual.    

Ilustración de un pueblo con casas, campos y montañas bajo un cielo nublado con olas de viento o lluvia.
Weather Patterns

Domain: Earth and Space Science

Unit type: Core

Student role: Forensic meteorologists

Phenomenon: In recent years, rainstorms in Galetown have been unusually severe.    

Download unit guide

Un oso polar se encuentra sobre un pequeño témpano de hielo en el océano con un sol naranja en el cielo y lejanas montañas heladas al fondo.
Earth’s Changing Climate

Domain: Earth and Space Science

Unit type: Core

Student role: Climatologists

Phenomenon: The ice on Earth’s surface is melting.    

Download unit guide

Abstract geometric design in shades of blue and purple featuring a hexagon with icons of a building, wrench, molecules, sun, paint can, and screwdriver.
Earth’s Changing Climate Engineering Internship

Domain: Earth and Space Science

Unit type: Engineering internship

Student role: Civil engineers

Phenomenon: Designing rooftops with different modifications can reduce a city’s impact on climate change.    

Abstract art with vibrant colors featuring a yellow silhouette of a person holding a book against a background of geometric shapes, swirling patterns, and bold textures.
Microbiome

Domain: Life Science

Unit type: Launch

Student role: Microbiological researchers

Phenomenon: The presence of 100 trillion microorganisms living on and in the human body may keep the body healthy.    

Abstract artwork of a person's side profile with geometric shapes and colorful patterns flowing from the head, holding a small sledgehammer. A vision chart is visible in the corner.
Metabolism

Domain: Life Science

Unit type: Core

Student role: Medical researchers

Phenomenon: Elisa, a young patient, feels tired all the time.    

Download unit guide

Orange abstract background with hexagonal shapes featuring icons of a bar chart, plant, safety vest, test tube, peach, and stethoscope.
Metabolism Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Food engineers

Phenomenon: Designing health bars with different molecular compositions can effectively meet the metabolic needs of patients or rescue workers.    

Imagen que muestra un gráfico de arañas de diferentes colores con patrones distintos de patas y cuerpo, incluidas variaciones de color marrón, amarillo y azul. El fondo es una superficie oscura y texturizada.
Traits and Reproduction

Domain: Life Science

Unit type: Core

Student role: Biomedical students

Phenomenon: Darwin’s bark spider offspring have different silk flexibility traits, even though they have the same parents.    

Download unit guide

An illustration of a whale with jellyfish and turtles from Amplify Science
Populations and Resources

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The size of the moon jelly population in Glacier Sea has increased.    

Download unit guide

Low-poly landscape with trees and mushrooms. A fox sniffs the ground, a rabbit sits nearby, and mountains and sun are in the background.
Matter and Energy in Ecosystems

Domain: Life Science

Unit type: Core

Student role: Ecologists

Phenomenon: What caused the mysterious crash of a biodome ecosystem?    

Download unit guide

Four low-poly dinosaurs with missing body sections are standing in a row; one is yellow, and the others are green. They have purple spikes and red patches on their bodies.
Natural Selection

Domain: Life Science

Unit type: Core

Student role: Biologists

Phenomenon: The newt population in Oregon State Park has become more poisonous over time.    

Download unit guide

Red geometric background with icons including a mosquito, DNA strand, bar chart, and world map inside a hexagon.
Natural Selection Engineering Internship

Domain: Life Science

Unit type: Engineering internship

Student role: Clinical engineers

Phenomenon: Designing malaria treatment plans that use different combinations of drugs can reduce drug resistance development while helping malaria patients.  

Two giant tortoises with long necks stand near water; one tortoise feeds on leaves from a tree while the other is near dense vegetation.
Evolutionary History

Domain: Life Science

Unit type: Core

Student role: Paleontologists

Phenomenon: A mystery fossil at the Natural History Museum has similarities with both wolves and whales.    

Download unit guide

Two people climbing rocky terrain; illustrations show a hiking boot and a belt with gear.
Harnessing Human Energy

Domain: Physical Science

Unit type: Launch

Student role: Energy scientists

Phenomenon: Rescue workers can use their own human kinetic energy to power the electrical devices they use during rescue missions.    

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.
Force and Motion

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: The asteroid sample-collecting pod failed to dock at the space station as planned.    

Download unit guide

Green geometric background with a hexagonal emblem containing a parachute icon, ruler, bandage, and stacked layers on a gradient pattern.
Force and Motion Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Mechanical engineering interns

Phenomenon: Designing emergency supply delivery pods with different structures can maintain the integrity of the supply pods and their contents. 

Illustration of a roller coaster filled with people, hands raised, going down a steep track against a bright blue sky with clouds.
Magnetic Fields

Domain: Physical Science

Unit type: Core

Student role: Physicists

Phenomenon: During a test launch, a spacecraft traveled much faster than expected.    

Illustration of a person in a red hat and fur-lined coat with eyes closed, surrounded by large orange circles on a dark background.
Thermal Energy

Domain: Physical Science

Unit type: Core

Student role: Thermal scientists

Phenomenon: One of two proposed heating systems for Riverdale School will best heat the school.    

Download unit guide

Ilustración que muestra las etapas de fusión de una paleta de naranja: entera, parcialmente derretida, más derretida y casi derretida por completo, con palitos de madera, sobre un fondo morado.
Phase Change

Domain: Physical Science

Unit type: Core

Student role: Chemists

Phenomenon: A methane lake on Titan no longer appears in images taken by a space probe two years apart.    

Download unit guide

Green geometric graphic featuring icons: a baby, thermometer, layers, medical alert, and a flame.
Phase Change Engineering Internship

Domain: Physical Science

Unit type: Engineering internship

Student role: Chemical engineering interns

Phenomenon: Designing portable baby incubators with different combinations of phase change materials can keep babies at a healthy temperature.    

Obra de arte digital abstracta que presenta numerosos círculos rojos y grises superpuestos sobre un fondo dividido de azul y violeta claro, creando una composición dinámica y enérgica.
Chemical Reactions

Domain: Physical Science

Unit type: Core

Student role: Forensic chemists

Phenomenon: A mysterious brown substance has been detected in the tap water of Westfield.    

Download unit guide

An illustration from the Light Waves unit
Light Waves

Domain: Physical Science

Unit type: Core

Student role: Spectroscopists

Phenomenon: The rate of skin cancer is higher in Australia than in other parts of the world.    

Download unit guide

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.

Two children place number and variable tiles on a balance scale, surrounded by math symbols, a protractor, floating balloons, and the engaging world of Amplify Desmos Math.

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.

A laptop screen shows a Spanish math lesson on place value. Behind the laptop sit four colorful educational booklets labeled Amplify Desmos Math, Grade 5, supporting engaging and interactive learning.

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.

Screenshot of an online class dashboard for Amplify Desmos Math, featuring filters for programs, classes, and students, plus options to go to a lesson or dashboard.
  • 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. 
A completion screen in Amplify Desmos Math displays a target with an arrow and star, a “Let’s Celebrate!” banner, and a message about practicing counting groups of 11-20 objects. A blue Done button is highlighted.

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.
A computer screen displays the "Browse by Core Program" page for Boost Math, listing various math curriculum scope and sequence resources, including Amplify Desmos Math.

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).

Amplify Desmos Math for NYC

Welcome! This site contains supporting resources for the New York City Department of Education Amplify Desmos Math adoption for grade 6–A1.

What’s new?

  • Prepare for 2025–26! Get everything you need to teach Amplify Demos Math with this checklist.
  • Use this guide to learn about the materials included through Core Curriculum purchases.
  • Need help? Check here for who can help! Our dedicated phone number, just for NYC, has team members ready to help! 1-888-960-0380
amplify math middle schoolers in classroom

About the program

Amplify Desmos Math New York is based on Illustrative Mathematics® IM K–12™ and expands on Desmos Math 6–8 (which received all-green ratings from EdReports) with beautiful print resources, and robust practice, differentiation supports, assessment and reporting. Read the review on EdReports.

Amplify Desmos Math provides:

  • Engaging, discourse-rich math lessons that are easier to teach.
  • Flexible, collaborative problem-solving experiences both online and off.
  • Real-time insights that make student thinking more transparent.

Program highlights to know about

Screenshot of a Desmos Classroom lesson page titled "Balloon Float," showing lesson objectives, standards, vocabulary, and navigation menu on the left.

Desmos Classroom digital lessons

Digital lessons should be powerful in their ability to surface student thinking and spark interesting and productive discussions. We’ve joined forces with Desmos Classroom to bring this vision to life with a complete library of interactive, collaborative lessons.

Screenshot of an educational interface showing a turtle race with lanes labeled 1 to 4, a play button, timer, and a table for writing equations for each lane.

Engaging student experience

Relevant content and interactive math tools create an intuitive and engaging student experience. Plus, working together in real time allows students to see that communicating their ideas and learning from each other are important parts of math class.

A digital activity interface showing hexagonal mosaics, a "Scale Factor = 3" label, and students' text responses about scaling and color patterns in the mosaic shapes.

Visibility into student thinking

Imagine having more visibility into your students’ mathematical thinking. Now imagine that students have access to this same information. With our collaborative lesson interface and teacher dashboard, students have awareness their own thinking and that of their peers—exposing them to a wider variety of approaches to solving the same problem.

A computer screen displays a math lesson about baking pizzas at 600°F, showing four uncooked pizzas and student response boxes below the question.

Ready-to-teach lessons

Each grade level includes 150 ready-to-teach lessons, complete with slides, step-by-step teaching notes, suggested student and teacher responses, tips for incorporating instructional routines, support for developing mathematical language, and links to useful resources. Teachers can manage what slides students see, controlling the pace of the lesson to suit the needs of the class.

Planning for instruction

Amplify Desmos Math is customized specifically to meet the New York State Next Generation Math Learning Standards. Within each document below, you’ll find direct links to lessons and activities where each individual standard is addressed.

The program is also aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework. Download the CR-SE alignment.

Amplify Desmos Math Scope and Sequence

Amplify Desmos Math Accelerated Scope and Sequence

Ready to plan for the 2025-26 school year? These pacing guides are designed to provide structure, not rigid mandates and resources for NYC.     

Screenshot of the Desmos Classroom interface showing the sidebar menu with "Featured Collections" highlighted and math course options displayed at the top.

Experience Amplify Desmos Math New York

Explore our digital program to review content from all grades, 6–A1. Watch our quick walkthrough video for helpful navigation tips.

Try out Amplify Desmos Math by following these steps.

A digital screen displays a rocket graphing activity, and an open textbook shows diagrams, charts, and text on building quadratics in factored form.

Lesson Sampler

Amplify Desmos Math delivers the instructional power of student-centered learning packaged in a lesson format that’s teacher-friendly and manageable.

With easy-to-follow instructional support, implementing a problem-based program becomes more effective and enjoyable for both you and your students. Paired with the Desmos Classroom digital experience, math class is suddenly fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understanding.

Three children and several penguins stand around a large thermometer on an icy landscape with mountains in the background. The cover is labeled "Grade 6 Sample lesson.

Grade 6 Lesson Sampler

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Three people stand next to a large thermometer in a snowy landscape with mountains and penguins; cover page reads "Grade 7 Sample lesson" for Amplify Desmos Math.

Grade 7 Lesson Sampler

learn more

Three people and several penguins stand on ice near a large thermometer, with snowy mountains in the background. The thermometer shows temperatures from -30°C to 50°C.

Grade 8 Lesson Sampler

learn more

Additional features

Universal design

Every student is brilliant, and every student has brilliant mathematical ideas worth sharing and cultivating. Incorporating principles of Universal Design for Learning (UDL) into lessons brings students’ brilliance to the forefront. UDL is a research-based framework designed to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

A feedback form with two questions, "How well did you understand the math in this lesson?" and "How did you feel about learning math in this lesson?" with corresponding emoji options for responses, perfectly complements the New York Math curriculum.

Diversity and representation

Helping students develop strong, healthy, and flexible math identities is a cornerstone of our program. Throughout the curriculum, students are taught that they themselves are mathematicians, that today’s math has been shaped by a diverse range of mathematicians who deserve to be celebrated, and that learning is never finished.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Assessments

Less exciting, but essential for learning: assessments. Amplify Desmos Math features a robust variety of formative and summative assessments, including readiness checks, exit tickets, quizzes, end-of-unit tests, and benchmarks aligned with New York State Next Generation Mathematics Learning Standards.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Reporting

Not only do our reports reveal progress toward standard mastery, but they also include details on how students performed against the standard in the past and how many encounters are yet to come. This feature alone helps teachers prioritize instruction and intervene with additional resources when necessary.

A computer screen displays a New York math skills tracking interface, highlighting standard 6.EE.C.9, with progress indicators and a class average score of 74% shown in a yellow pie chart.

NYC webinar series

Figuring out how to implement a problem-based learning approach to mathematics can be fun—and challenging. Rest assured that you won’t be alone on this journey; Amplify will be by your side every step of the way. Our back-to-school math webinar series for K–8 administrators and teachers:

  • Introduces the new NYC Solves initiative.
  • Establishes the foundation for all educators to effectively understand and implement the NYCPS Shifts in Mathematics in their classrooms.
  • Provides an overview of Amplify Desmos Math, the pre-approved NYCPS curriculum chosen to ensure that every school can successfully implement these math shifts and is supported with high-level, tailored professional development and coaching throughout the process.

Please see the specific webinars and the recordings below to learn more!

Two Amplify Desmos Math teacher edition books are shown next to a laptop displaying a digital math activity with shapes and a prompt about ordering by lightest weight.

On-demand webinar 1

Would you like to learn more about the NYCPS Shifts in Mathematics and enhance your understanding of each of the five shifts?

Explore how the NYCPS math shifts are transforming mathematics education from a procedural approach to a more engaging, discoverable, and connected learning experience.

Listen to the Understanding the NYCPS Shifts in Mathematics session recording.

On-demand webinar 2

Let’s unpack the why, what, and how to unlock every student’s mathematical mind and build math proficiency for life! In this webinar, we discuss the power of teaching our children to be skilled mathematicians through a structured approach to problem-solving.

Listen to the Unlocking Mathematical Minds: A Structured Approach to Problem-Based Learning session recording.

On-demand webinar 3

For some educators, transitioning to problem-based learning might seem daunting. There’s often concern that the open-ended nature of the approach could derail students from achieving mathematical goals. However, by finding the right balance between open-ended opportunities and structured classroom activities, teachers can encourage students to share their thinking while meeting key learning targets. Uncover simple shifts that educators can implement to foster the perfect balance of open-ended student thinking and focus on mathematical instructional goals.

Listen to the Making the Shift to Problem-Based Learning session recording.

On-demand webinar 4

Amplify Desmos Math New York K–A1 is math that motivates! During this session recording, you’ll experience a grade 6 lesson that captures the essence of NYC Solves.

Listen to the Learn More and Experience Amplify Desmos Math LIVE, an NYCPS-Approved Math Curriculum session recording.

Looking for help?

Support is always within reach. Our team is dedicated to supporting you throughout your review. You can be reached at any time by emailing or calling us directly.

  • Support pathways for NYC Core Orders
  • Chat: Click the orange icon while logged in to get immediate help.
  • Support Portal: Fill out this form, and we will get back to you as soon as possible.
  • Phone: Call our toll-free NYC Support number: (888) 960-0380.
  • Email: Send an email to AmplifyNYC@amplify.com.
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S5-01. Investigating math anxiety in the classroom

A blue graphic with text reading "Math Teacher Lounge" in multicolored letters and "Amplify." at the bottom, with abstract geometric shapes and lines as decoration.

Season 5 is here! This season, we’ll be talking all about math anxiety: what it is, what causes it, and what we can do to prevent or ease this anxiety in the math classroom. To launch this very important theme, we sat down with Dr. Gerardo Ramirez, associate professor of educational psychology at Ball State University.
 
As someone who’s been studying math anxiety for more than a decade, he had some interesting research and advice to share on why math anxiety affects so many students (and adults), and tips for how to start reducing it.
 
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.

Download Transcript

Dan Meyer (00:01):
Hey, folks. Welcome back to Math Teacher Lounge. I’m one of your hosts, Dan Meyer.

Bethany Lockhart Johnson (00:05):
And I am your other host. I’m Bethany Lockhart Johnson. Season five! Hello!

Dan Meyer (00:11):
Bethany, how are you doing? How have you been spending the long break between our recording sessions?

Bethany Lockhart Johnson (00:16):
As much as I loved sharing content from previous seasons, I am so thrilled that we’re back for season five. I have been, you know, chasing a toddler. I think he’s already tired of me saying, “Ooh, can we count that?” He’s like [sighs] “One two, one two.” Like, he’s done already.

Dan Meyer (00:36):
Too much counting. Yeah, I worry about that so much, that my love of mathematics might be perceived by my kids as smothering. Yeah, I worry about the same. We shared with you folks some bangers of reruns, in my humble opinion. Some great guests. But, we’ve been excited—me and Bethany—to hop back on the mics, on the ones and twos, and explore some new ideas together.

Bethany Lockhart Johnson (01:01):
Well, I loved our season talking about joy in mathematics. And personally I could…like, we could turn this whole podcast into joy in mathematics. However, we’re kind of going a different route. Because if you ask folks why they don’t feel joy in mathematics, a lot of times at the root of that is some really intense math anxiety. So this whole season, we’re going to be delving into math anxiety. Exploring what it is, who has it, why do we think it happens, what do we think we can do about it, and how can we navigate through it, so that we can experience that joy in math? These are questions that we’re gonna explore over the course of the season. Dan Meyer, how do you feel about that?

Dan Meyer (01:49):
It feels big and it feels personal. I mean, as we shared in our math stories back from season…whatever it was, math anxiety was a huge part.

Bethany Lockhart Johnson (01:59):
It was last season, Dan.

Dan Meyer (02:00):
Last…? I mean, who can remember? Big part of your journey. I’ve had some very punctuated but intense moments of anxiety in math class. And socially, we have built math up to be this incredibly powerful thing. You know, restricting movement on economic ladders, preventing people from getting into careers they want. Whether or not they have much to do with math class, math anxiety is a really large part of educational but also social life. And yeah, I’m really excited to explore it with you. We’re bringing on some really excellent guests. Some researchers, yes. But not just researchers! Also people who practice in the field and know firsthand what it looks like to resolve issues of anxiety with students.

Bethany Lockhart Johnson (02:45):
Yeah, you’re right, Dan. My math story contained quite a bit of math anxiety, so I am particularly invested in this season. I mean, I still navigate math anxiety. And, you know, many of us do, and let’s talk about it. And let’s—I love that you reminded me. We’re gonna have a lot of great researchers all throughout the season, and a lot of times folks feel like the research happening, there’s sometimes a gap between researchers and what’s actually happening in the classroom. Not in all cases, but a lot of times. Right? And I remember a lot of conversation about the latest research when I was in grad school, but unless you’re actively studying something, sometimes we don’t know what’s happening. Right? We’re really focused on what’s happening right in front of us in our classroom. So let’s take some of that research; let’s break it down; let’s talk to some of the folks who are thinking about this for the bulk of their day, right?

Dan Meyer (03:41):
Yep. So we got our first guest coming up in a moment here.

Bethany Lockhart Johnson (03:45):
So to kick off this season, we’re starting episode one by talking to Dr. Gerardo Ramirez, Associate Professor of Educational Psychology at Ball State University. And he’s been researching math anxiety for more than a decade. He’s worked with so many amazing folks in the field. He’s worked with students, he’s worked with teachers, with educators…I’m just so excited to talk to him. If you look up math anxiety, you see his name as one of the folks who is really thinking about this at so many different angles, and we get to talk to him. So enjoy our conversation with Dr. Gerardo Ramirez.

Dan Meyer (04:29):
We are so excited to have Dr. Gerardo Ramirez on the show with us. Dr. Ramirez is an Associate Professor of Educational Psychology at Ball State University. Thanks so much for joining us.

Dr. Gerardo Ramirez (04:40):
Yeah, thank you for inviting me to talk about math anxiety.

Bethany Lockhart Johnson (04:43):
So with your interview, Dr. Ramirez, we are actually launching the season. We’re gonna be talking about all different aspects of math anxiety, and it feels pretty perfect that you are first guest of the season, because of the sheer breadth of research and conversations you’ve had about math anxiety. Could you start us off kind of telling us a story of how did you get interested in studying math anxiety? Or why, you know, why did you dive into this topic that, you know, I think a lot of folks might…like, if you’re on a plane, and you say, “Oh, I study math anxiety,” what kind of reaction are you gonna get?

Dr. Gerardo Ramirez (05:24):
Oh, sure. Yeah. I think most people are actually very interested because they all have their own story about feeling anxious about math, or just being anxious about evaluation situations that involve math. And, yeah, they wanna share those stories. People feel quite comfortable talking about their anxiety about math, for some reason. But for me, I started off, when I was in undergrad, I was studying to take the GRE quiz. I was hoping to go into a psych program. But I wasn’t exactly sure what direction yet. As I took some of the practice tests, there’s some situations in which I was very nervous about taking the practice test. And I just noticed that I did really poorly on some of these exams. And so I became very interested in issues like choking under pressure, which means when you underperform relative to what you expected to perform. And so, as I was researching these issues, I started to come across this whole field of math anxiety. And I saw that while there are some people who choke under pressure during tests, there are other people who just have a strong general fear of mathematics.

Dan Meyer (06:29):
That’s really helpful. I can imagine you’re doing a lot of free psychology sessions, free therapy for people on airplanes when they bring to you their own stories of math. So let’s thank you for your service in that sense. I’m super-curious. So Bethany and I have both taught math. We both have seen firsthand what it looks like when a student is anxious in math class, though maybe we don’t have kind of the clinical language to describe it. And I’m curious, from a clinical sense, how do we define math anxiety?

Dr. Gerardo Ramirez (06:57):
Sure. So first off, math anxiety is not something that you would find in the DSM, for instance. But we generally define that as a fear or apprehension to situations that involve math. So it doesn’t have to necessarily be educational situations. It could be someone asks you a math-related question during a party, or you have to calculate the tip at a restaurant, for instance. It doesn’t have to be about schooling situations, although that’s obviously where it seems to matter a lot for many people. So it is basically a fear or apprehension to situations that involve math. And I think distinguishing the term “fear” from “anxiety” is really important here. A lot of times people use those terms interchangeably, and the term “fear” is obviously within our definition of math anxiety. But oftentimes what differentiates anxiety from fear is that, anxiety is—think of it like a recipe. Anxiety is fear plus a little bit of unknown. OK? So if, for instance, if you hated snakes, and they threw a snake at you, you’d be in intense fear. Whereas if you hated snakes and they said, “There is a snake in the room, but I’m not gonna tell you where,” that’s gonna cause anxiety. And so the reason why we call it math anxiety is because a lot of times people experience this fear for a possible unknown future that involves math or possible unknown evaluations that people might have about your competence, because of math. And so for a lot of kids, they feel anxious about how they’re gonna do on a test or whether they’re gonna be able to pass a class or whether they’ll be able to understand what you’re saying in your lessons, for instance. And so the anxiety component really gets at fear of something that’s unknown, but related to mathematics situations.

Dan Meyer (08:47):
Math is somewhere in the ceiling right now. Perhaps I might be surprised with a math situation!

Dr. Gerardo Ramirez (08:52):
Yeah. yep.

Dan Meyer (08:52):
So I have this tendency to assume that every other subject that we teach has it better and easier than math does. It’s not true. I know this is not true. But I’m kind of curious here. Is math anxiety, like, part of a general just set of anxiety around schooling itself? Like, is there a reading anxiety, a writing anxiety, and does that all just flow from the same kind of fount of anxiety around schooling or situations about learning? And what makes math special in this regard? If it is its own special anxiety, for instance?

Dr. Gerardo Ramirez (09:27):
There are different…so some people obviously suffer from generalized anxiety. Right? And so they would, you know, feel anxious both for evaluative and non-evaluative situations. But in the research that we’ve done and that other people have done, there are differences between things like reading anxiety, math anxiety; I’ve also studied spatial and creativity anxiety. A lot of times what we’re trying to do in these studies is we measure all of the above, and we try to show that, look, math anxiety predicts math situations above and beyond these other things. So yeah, we definitely distinguish those things. And so what’s special about math is that, well, I think the symbolic nature is a big part of it. The abstract symbolic nature is just not as tangible to students. They can’t touch it. And so it doesn’t allow ’em to use their full cognitive faculties to play with it, as you might see, for instance, in science. Or it doesn’t allow people to relate math to their own interests the way you might see, for instance, in English. So maybe I hate reading novels, but I’m interested in zombies and you give me a book on zombies, well, ok, great, you’ve connected my personal assets to the topic. Whereas with math, either that’s harder to do or instructors don’t do such a good job of setting that connection up.

Bethany Lockhart Johnson (10:46):
Also, I think, you know, I’ve heard of students being really anxious, let’s say, during a reading session, when teachers used to do—hopefully they’re still not doing it—the popcorn reading, where you just randomly call on a student to read out a sentence. Right? But you don’t really hear students or adults talking about, “Oh, no, no, no, I don’t read; I don’t mess with reading.” You know? Whereas with math, you do hear, “Oh, I’m not a math person. Oh no, no, no, don’t ask me any math questions.” And that is such a distinction.

Dr. Gerardo Ramirez (11:18):
Yeah. And I think a lot of that’s because it’s just so common. As an adult, to be nervous about reading is kind of an uncommon thing. So people feel a stigma around admitting that. But math is something that everyone feels like they’re inadequate in. And so there’s a lot of comfort in telling you how they’re just one of the many people who don’t like math. And that, you know, can have a lot of different consequences and outcomes. I think on the one hand, I think for a lot of kids it becomes a normalized message that if you fear math, that’s OK, join the club. Right? But we have to be careful about that, ’cause a lot of math anxiety researchers will oftentimes say, part of what leads to math anxiety is adults normalizing that it’s OK to be scared of math. So I think a lot of times adults, teachers, for instance, math teachers, they’ll tell kids, “You know, if you’re scared, that’s OK.” And so a lot of the math anxiety community says, “No, no, no, you’re not supposed to do that.” But my recent view is different. I view that as a form of validation. Because math is hard. And so telling kids, “Hey, look, it’s actually easy if you just try,” I don’t think that’s true. It’s actually just hard. And I think even if it was easy, to the kid, it feels hard! And I think something that’s not really well-studied right now in our field is the value of validating people’s math negative math experiences. We don’t want to validate that, ’cause we think that we’re gonna reinforce that. But actually, I think the opposite. I think when you validate people’s negative math experiences, it helps ’em to feel that they can handle it. They can start to take control over their own emotions.

Bethany Lockhart Johnson (12:52):
I love that. And I, I actually, I think that’s so powerful, what you’re talking about, that validation. I taught kindergarten, and I vividly remember being in a parent-teacher conference and that parent saying, “Oh, I wasn’t a math person either,” right? Or, you know, their language and their experience with their own math schooling, their anxiety about math was actually impacting their students’ experience of math. Or the conversation that, when I would go to talk about a math assessment, let’s say, you could see the parent actually tensing up. And there was this moment of validation, that I felt like we needed to make space for that in the conversation with the parents, right?

Dr. Gerardo Ramirez (13:38):
Yeah.

Bethany Lockhart Johnson (13:38):
Like, this is a real thing. And we are working on teaching students that math is something that gets to—your experience with math gets to look all sorts of different ways. And it’s OK if we, you know, make a mistake, or if we kind of only get this part, but we’ve really got that part. Or let’s talk about it; let’s write about it. So I really feel like that that validation is something that’s so missing. And instead of the validation, like you said, you see folks being like, “Oh yeah, me neither. I’m not a math person either.” Right?

Dr. Gerardo Ramirez (14:10):
Yeah. I think…part of the reason why people are comfortable sharing this because they’re looking for validation also. When they say, “Oh, I’m not a math person,” you know, I think they’re hoping that, you’ll say like, “Yeah, me neither,” or “Of course not, ’cause math is terrible.” Right? They’re looking for validation, not to reinforce their perspective, but to feel that it’s OK not to be a math person. And I think that’s one of the techniques that I’m trying to work on in my research right now, is to provide evidence that actually people will work harder when you validate their math experience. You don’t have to tell them a positive story per se. If your current story is “Math is hard and I’m very, very anxious; I’m scared,” then we can just validate that and help you work through that. And it actually will strengthen our relationships. Because if you’re a student and you’re struggling with math and I tell you, “Yeah, it’s hard; it’s OK to struggle with math,” that makes you feel seen. And that’s gonna lead you to want to ask me more for help, because I’m someone who understands you. And that’s a great, you know, remediation opportunity.

Dan Meyer (15:14):
A common thread that I think I’m seeing here in several answers is that math sometimes asks students to disassociate part of themselves. Where success in math oftentimes means working from an a level of abstraction with symbols, like you said, that can feel alien. Like, who am I here? And in the same way, I love that you’re proposing we validate and reassociate people with a very deeply felt part of themselves that is anxious about mathematics.

Dr. Gerardo Ramirez (15:44):
Yeah. I mean, I think that’s what validation’s supposed to do, right? So a lot of us, when we feel these strong emotions, we wonder, “Is this even a real thing? Are other people feeling this? Is there something wrong with me?” So we feel the emotions, but we can’t actually deal with them, because we wonder if they’re legitimate. And so when someone says, like, “Yeah, this is hard,” it crystallizes that emotion. And once something is made real, you can actually choose how you want to deal with it. Some kids are gonna deal with it by staying anxious. But some people are gonna choose to deal with it by saying, “Well, there’s nothing I can do about it now; I have to take this math test, so I’m just gonna think positive.” And that’s great. If the kid can end up saying that to themselves, that’s much more effective than me telling the kid, “Hey, you just gotta think positive. You’re gonna start the test anyway.” And so we want the kid to make meaning of their experience, and the way we do that is by crystallizing their emotions through validation.

Dan Meyer (16:36):
Yeah. I love that. And so what you’re proposing there, I think, sounds like, a solution, like a post-talk solution after students are feeling anxiety.

Dr. Gerardo Ramirez (16:43):
Yes.

Dan Meyer (16:43):
To validate and empathize.

Dr. Gerardo Ramirez (16:45):
Yes.

Dan Meyer (16:45):
And over the course of our season, we hope to explore a lot about solutions to math anxiety that are preventative, that reduce the odds of anxiety arising, through instruction and curriculum, before it arises. And I’m just wondering if you’ve seen anything that would hint at either specific or general words of wisdom you wanna share with the educators, about not just addressing it after the fact, but preventing math anxiety before it arises?

Dr. Gerardo Ramirez (17:14):
To be honest, at this point, I haven’t seen enough evidence for me to recommend anything concretely as an intervention for math anxiety, or an intervention to prevent its development. All I can really do here is rely a lot on the more broad cognitive-behavioral research on anxiety, which says that one of the ways we prevent people from developing anxiety is by helping them to make more positive appraisals of challenge situations. So a lot of times, when kids are challenged, they don’t know how to interpret that. “What does it mean that I’m struggling with this thing?” And so that’s where I think a lot of teachers can help students’ interpretations of that. ‘Cause if you leave kids to their own devices, they’re gonna think, “I’m struggling because I’m stupid. I’m struggling because I’m not good enough. I’m struggling because my dad is right; I’m gonna be a failure.” You know? They’re going to impose an interpretation to a challenge situation regardless. And so, as teachers, one thing we can do is we can help shape that interpretation and say, “What does it mean to struggle with math? People will say it means you’re stupid. That’s one interpretation. What’s another one? It means that your brain is working really hard to think through something. That’s another interpretation. What’s better? What do you think is more helpful?” And then, helping students to see how interpretations matter to how you ultimately feel about something. And that’s a very metacognitive way of thinking about things. So yeah, I would say that one way to prevent it is to help students to take more positive interpretations of their experience. But another way, and I think a more successful way, I think, is to give students early experiences where they feel efficacious dealing with math. One of the ways you do that, for instance, is by obviously making sure that the students understand the material—but that’s obvious; people are trying to do that. One of my favorite recommendations is to keep reassigning assignments, the same exact assignment, for, say, three weeks, back-to-back. So if in week one you do the homework assignment, you do OK, you don’t do so great, when week two you do it, you give the exact same assignment, and now the student can see like, “Wow, OK, this was much easier.” And then, week three, you give the exact same assignment; now the kid’s feeling really confident. And the reason why that’s great is because it helps kids to see that they’re growing in confidence. A lot of times kids don’t get to see that because we’re constantly throwing new assessments at them. And so they’re never seeing that growth. All they’re seeing is a new challenge, a new challenge, a new challenge. So I think we need to set up situations where they can feel that they’re growing, when we keep the assessment static. That can be a formative assessment, for instance—doesn’t have to be a summative assessment.

Bethany Lockhart Johnson (19:55):
That feels so powerful and it feels like it really connects to that validation piece, right? We are actually helping to create a culture in our math classroom where we might struggle with something, but we keep revisiting it. And it’s not so much to reach mastery, but as Dr. Megan Franke — we talked to her about this partial understanding and about pulling on those threads of things that you do understand, so that you can build your confidence…build, not just confidence, but build your…I guess, kind of get your footing, right? You’re saying, “Well, I do understand this. I see how this works.” And if I’m revisiting an assignment, I feel like that would give me permission to like, “Hey, I don’t have to have this figured out on the first pass. You know?

Dr. Gerardo Ramirez (20:44):
Yes, yes. Yeah. I mean, I’m gonna give you a silly analogy, but I think it works. You know, a lot of times people will have nightmares, right? And they’ll keep having the same nightmare over and over again, right? And so one reason that we suspect this happens is because they haven’t worked through whatever that nightmare’s supposed to be about. So if, say, I’m scared of driving, I may be having the same dream about driving and crashing over and over. And we keep having these nightmares. And I think math anxiety is kind of like a waking nightmare, where you keep rehashing something because you haven’t had the chance to finally address that dragon. You know? And so if someone was having a lot of fear over driving, then one behavioral approach would be, you know, to work with a therapist to actually get behind the wheel and maybe drive around the same track over and over until you feel comfortable at that, and then the nightmares stop. Well, the same thing is true, I think, about math, math and math anxiety, is that you wanna give people these opportunities to feel confident by going back to that original experience that caused them to feel anxious, and saying, “This one assignment that we did in week three that really freaked you out, let’s try it again now in week five. How was that?” “Yeah, it wasn’t so bad. It was still kind of annoying.” “OK, we’ll we’ll come back to it.” “Now it’s week seven. Now let’s go back to that assignment. How is it now?” “That’s actually…it wasn’t that terrible.” And that gives people the opportunity to reflect on how they’ve grown past that nightmare.

Bethany Lockhart Johnson (22:05):
I have to say, Dan talked about you being like a therapist. I’m like, wait, “How did you know, Dr. Ramirez? I did have this recurring dream! I did! And I had to face it. No, but I had such intense math anxiety in high school and it was debilitating. And the biggest thing for me, I thought I was the only one. I thought there was something wrong with me. I thought, “Why can’t I figure this out?” There wasn’t a conversation about “Here are some tools,” or “Here are some, some, some…”. Like, “This is OK, for you to feel scared about this or overwhelmed!”

Dr. Gerardo Ramirez (22:41):
Mm-hmm. Mm-hmm.

Bethany Lockhart Johnson (22:42):
You know, I think often when we talk about how widespread math anxiety is, I think a lot of folks automatically jump to high schoolers or college students avoiding math courses. But we see this in really young kids.

Dr. Gerardo Ramirez (22:56):
Yeah. So people are…people are just constantly making meaning of themselves, regardless of the age range. And that’s true even with young kids; they are trying to figure out who they are. Right? And so one of the things you see oftentimes with young kids is you ask ’em, “What are you good at?” And they say, “Everything!” And that’s their attempt to, you know, make meaning of themselves. But sometimes they’re not good at everything. Sometimes they actually struggle in math. And I think even early on, they have to make meaning of that. They say, “Well, I’m good at everything except math.” And how do you make sense of that? Well, why not math? “Oh, because math is terrible. It’s not for everybody. You know, it’s not something that I like.” And so, yeah, in a lot of the studies that we did early on, we basically went into these first-grade classrooms with the purpose of trying to assess whether we can actually show variability in kids’ math anxiety, even early on. In other other words, do kids even report feeling anxious about math situations? Or do they tell us that they’re great at everything? And what we found was that in fact, a good chunk of kids are, again, perfectly willing to tell you that “No, certain situations involving math make me very anxious.” Counting or addition, or doing a problem on the board. And the way we do that is by—I think there are probably more sophisticated ways that can be done, but this is the best we have at this point—is we go in there and we ask them, we show them a bunch of smiley faces and anxious faces. And we say, “I want you to tell me how you feel about these different situations that involve math.” And so we say, “If you feel kind of nervous, I want you to point to this face. If you feel very nervous, point to this face.” And we basically will read to them situations. We’ll say, “How would you feel if your teacher asked you to open up your new math textbook and you saw all the numbers inside of it?” And they’ll point to the really nervous face. So right now, those are some of the more reliable assessments for math anxiety among young kids. And that work showed us that even young kids are self-reporting math anxiety.

Dan Meyer (24:51):

Obviously this is worth our study, because we would hope people would not feel anxious in general, and especially if we have a mandated…kids are mandated to be in math classes for their entire childhood. So I see the need for this study, these studies. I’m curious: What are the consequences, though? Like what, what correlates with math anxiety? What are other reasons why we should care about math anxiety and work to remediate it?

Dr. Gerardo Ramirez (25:16):
Oh, sure. So it correlates with their actual math performance. It can correlate when they choose to do homework. Right? So a lot of times, the parents report having to fight with their kids over math homework a lot. And you also oftentimes see a lot of frustration over mathematics specifically. And so it can, you know, not only affect their academic ongoing outcomes, like math tests and math assignments, but it can also affect their relationship with their parents. So if every time you come home, your dad’s screaming at you because you haven’t done your math homework, and when he asks you to solve the problem in front of them, you don’t remember, ’cause you were checked out, ’cause you’re so stressed out, that’s gonna cause a really negative experience. You know, a lot of times people grow up and they still remember their dad screaming at them over the math homework. You know, it’ll affect your relationship with your teacher. So if you’re making me feel incompetent, if you’re stressing me out, you’re not the kind of person I wanna come to for help. So it can predict relational outcomes as well as academic outcomes. And down the line, of course, when it affects students’ opportunities to get into things like AP classes, it affects students standardized test performance and their choice of colleges, as well as scholarship opportunities.

Dan Meyer (26:29):
Once you show that it correlates to performance, then that opens up a whole range of other correlations that are pretty important, it sounds like. Whether that’s career options or, you know, post-secondary education and the like.

Dr. Gerardo Ramirez (26:40):
Yeah. And a lot of times, when people are choosing a career at college, a lot of times students will make a decision specifically based on what career has less math requirements or less math courses. So I think this finding needs to be verified further. But, there’s some studies showing that, for instance, elementary ed teachers, one factor that feeds into the decision to go into elementary ed is the math requirements are very low in elementary ed. So that can…obviously it’s not what we wanna hear, because these are our first formal math teachers, right? For our kids.

Bethany Lockhart Johnson (27:16):
It feels so powerful, the impact that math anxiety can have, not only while you’re in, let’s say, elementary school, high middle school, high school, but then the impacts beyond that in terms of your career. And I shared this last season, when we talked about our personal math story, but I know when I was navigating the deepest part of my math anxiety, I really felt like, maybe this is a reason I can’t be an elementary school teacher. Because I was so worried that I wouldn’t be able…not that I wouldn’t understand the math for fourth grade, fifth grade, but that there was something about my ability to teach it or understand it or develop a love and passion for it that I wouldn’t be able to do. And I really had to reclaim it in my own way. But, you know, something that I think is so powerful about your research is just the applicability — not only to the field of mathematics, but folks’ everyday lives. And the way that you have talked in the past about math being a gatekeeper…I have a family member who, brilliant American Sign Language interpreter. I mean, amazing. Like a dance with her fingers. I could just watch it all day. And she actually didn’t complete the program because she couldn’t complete the math requirements. And I remember talking to her about like, “Well, have you gone to the free tutoring? Have you gone to, you know, this or that?” But it was a paralyzing fear, you know? So Dr. Ramirez, what do you wish educators understood about math anxiety? Or the research about math anxiety? Or maybe even the general public at large, what do you wish folks understood about math anxiety?

Dr. Gerardo Ramirez (28:58):
Oh, I think that a lot of students, they struggle with math. And I think we wanna normalize that struggle as much as possible. We want to create a culture where it’s OK to do math slow; it’s ok to take your time. And I know that’s not possible with a lot of these requirements that a lot of math teachers have to do. But I think if we want to prevent math anxiety, we have to create opportunities to tell better stories. So that’s ultimately what I tell people is, why do people develop math anxiety? Because they had experiences that challenged their competency and they told a negative story. And so making space to reflect in math classrooms about what does it mean to go slow in math, or what does it mean to make mistakes, and then helping kids to tell better stories, I think it’s really the best thing we can do as math educators. ‘Cause you know, your job is not to be a therapist ultimately. You know, there’s only so much math teachers can do. But I think one of the most powerful things we can create is setting up students’ experiences where they feel confident, and they can tell better stories, so they can have better dreams about math.

Dan Meyer (30:06):
Really appreciate this introduction to math anxiety. It’s been a fantastic kickoff to our season. Dr. Ramirez, thank you so much for joining us.

Dr. Gerardo Ramirez (30:14):
Sure. Thank you.

Dan Meyer (30:16):
Thank you folks so much for listening to that conversation with Dr. Gerardo Ramirez, Associate Professor of Educational Psychology at Ball State University.

Bethany Lockhart Johnson (30:25):
Dan, OK, if not for your frantic signaling, I would’ve probably asked another 20 questions. I need to know what you thought .

Dan Meyer (30:34):
I found it interesting at all points. And especially I think I started to understand a little bit better where the anxiety comes from for some students. I got a little bit here, which is that I think math, more than other disciplines, involves alienation. Check that word. You like that? Alienation? I’m into it. I’m feeling it. It’s like…to get good at math, to be successful in math, you gotta, as a kid, lose your attachment to the world you understand. And I mean, “got to” as in like, “you are asked to” — many times, unfortunately, by curriculum and instruction. Which is to say, you’re turning things you can hold onto into numerals. Right? You’re turning the world and its patterns that you can see and touch into Xs and Ys. And I just don’t know that other disciplines deal with that as much. Maybe I’m wrong and just guilty of, you know, “grass is always greener” syndrome here. But I think that’s an experience that kids have in math. And I thought that Dr. Ramirez got at that when he’s talking about the need to validate a student’s experience of anxiety. Like, in treating anxiety, sometimes we alienate people further by just like saying, “Oh, no, no, no, it’s just like, you need to, you know, drill yourself more, practice more,” and kind of invalidate that. So this feeling of alienation, I think permeates a lot of math instruction. I’m looking forward to learning more about that with our future episodes

Bethany Lockhart Johnson (32:00):
Alienation. That’s interesting. I definitely felt, I definitely felt isolated and alone many times in my math journey, when I was having my…you know, in high school, when I was feeling like, “Clearly everyone can look at tan, sign, cosign, and that means something to them.” Right? I think it’s really interesting, because I’m thinking about the other disciplines; I’m running through them, and I’m like, even in science, which can seem abstract, so oftentimes there’s these experiments that accompany these concepts, where you’re like, “Look at this concept made real in front of you.” Right? . And so yeah, that’s really interesting.

Dan Meyer (32:39):
You’re always one step away from blowing something up! Or, you know, dissecting something that’s tangible to you.

Bethany Lockhart Johnson (32:46):
Yeah. That’s really interesting. I did really love how he brought up the abstract. And how, I think, even validating it…he talked so much about validation. Which to me was like, YES. If somebody just said, “Hey, it’s not only possible to have math anxiety, but it also doesn’t mean that you don’t belong here.” If somebody had said that, it would’ve literally changed the trajectory, you know? And I wonder what those conversations could look like in our classrooms, where teachers celebrate that. Like, WHOA, this is a new way to think of this. This is a new way. Asking how many, or what do you notice for this image, through a mathematical lens, or looking…we talked to Alison Hintz and Antony Smith, like mathematizing books, like looking through these lenses — it’s an invitation to step into this other world, right? But there’s not only one way to do it. And I think oftentimes it’s like that anxiety of “Am I gonna say the right thing?” or “Am I gonna notice the right thing?” Right? How do we create that space more, where there’s so many possibilities and we want kiddos to notice what they notice, right?

Dan Meyer (33:54):
You gotta become a certain kind of person to be successful in math class. I feel like is part of the implied deal. Where you’ve gotta—like how you said—say a certain thing or think about a certain thing a certain kind of way. You’re trying to become someone who is not necessarily you. Which I think is fundamentally an experience of alienation, separating you from important parts of yourself.

Bethany Lockhart Johnson (34:19):
I will never, ever dive into mathematics on the scale and level that you have with your PhD. You understand math in a way that my brain just…I won’t get there, right? And yet I’m allowed to call myself a mathematician, with all of my deep dives in elementary math and my love of early numeracy and thinking about how we start thinking about counting and numbers. Right? It’s like, if we make more space for what mathematicians can look like, and what is your personal relationship with math…I mean, that to me feels really exciting. ‘Cause I think we both have something to offer each other.

Dan Meyer (35:03):
I think I have never found early math more interesting than when I talk to early math educators. And learn just like all the different ways that students come to understand a concept that I had thought was simple. Like addition of whole numbers. Whoa! There’s a lot of ways kids do that work, and their brains think those thoughts. And, yeah. That’s a good word there you’re offering us and our listeners.

Bethany Lockhart Johnson (35:27):
Yeah. Yeah. I’m really excited about this season. I think there’s — again, there’s no way we’re gonna cover all facets of math anxiety. But I think having the chance to explore it over the course of a season is going to be really fascinating. And really, I hope, destigmatize it and open up the conversation for our listeners. And, you know, if you listeners…we wanna know what you thought of this episode. Do you have any particular questions? Do you have questions related to math anxiety? Questions related to this episode? We are in development for this season, so we’re gonna do our best to get those questions answered. You can keep in touch with us in our Facebook discussion group, Math Teacher Lounge Community, and on Twitter at MTLshow.

Dan Meyer (36:14):
Next time, we’re gonna go deeper into the causes and consequences of math anxiety.

Dr. Erin Maloney (36:20):
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.

Dan Meyer (36:41):
Til next time folks,

Bethany Lockhart Johnson (36:41):
Bye.

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What Dr. Gerardo Ramirez says about math

“A lot of students struggle with math, and we want to normalize that struggle as much as possible. We have to find opportunities to tell better stories and reflect on our experiences.”

– Dr. Gerardo Ramirez

Associate Professor of Educational Psychology, Ball State University

Meet the guest

Dr. Gerardo Ramirez obtained his Ph.D. from the University of Chicago, where he studied the  role of teachers and parents in shaping the math attitudes of their students, as well as reappraisal techniques to help students cope with anxiety during testing situations.

Dr. Ramirez is currently an associate professor at Ball State, where he examines the role of frustration, empathy, and cultural capital in shaping students’ success and persistence.

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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!