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2020
Don’t forget you can nominate educators for our Spotlight section. Submit nominations here.
If you have any questions, please email educatornewsletter@amplify.com.
with Amplify and Riverside USD
Thursday, February 27, 2020
9:30–11:30 a.m. PST
Location:
Benjamin Franklin Elementary School – Library
19661 Orange Terrace Parkway
Riverside, CA 92508
Registration deadline: Space is limited at this free event! RSVP by February 20 to secure your spot.
Who should attend: Supervisors, ELA and reading directors, curriculum coordinators, and principals.
Join us for a free brunch, author talk, and book signing with education writer and author Natalie Wexler on February 27 from 9:30–12 a.m.
During our time together, Natalie will discuss the latest research around reading, writing, and engagement in elementary school, along with the key findings of her book The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019).
As our guest, you’ll:
Agenda:
9:30 a.m.: Arrive, check in, and visit our brunch buffet.
10–11 a.m.: Hear from Natalie Wexler
11–11:15 a.m.: Q&A with Natlie Wexler
11:15–11:30 a.m.: Book signing
Natalie Wexler is an education writer and the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019). She is also the co-author, with Judith C. Hochman, of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (2017) and a senior contributor to Forbes. Her articles and essays have appeared in The New York Times, The Washington Post, The Atlantic, and other publications. Before turning to education, Wexler worked as a freelance writer and essayist on a variety of topics, and as a lawyer and legal historian. She lives in Washington, D.C.
with Amplify and Riverside USD
Thursday, February 27, 2020
9:30–11:30 a.m. PST
Location:
Benjamin Franklin Elementary School – Library
19661 Orange Terrace Parkway
Riverside, CA 92508
Registration deadline: Space is limited at this free event! RSVP by February 20 to secure your spot.
Who should attend: Supervisors, ELA and reading directors, curriculum coordinators, and principals.
Join us for a free brunch, author talk, and book signing with education writer and author Natalie Wexler on February 27 from 9:30–12 a.m.
During our time together, Natalie will discuss the latest research around reading, writing, and engagement in elementary school, along with the key findings of her book The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019).
As our guest, you’ll:
Agenda:
9:30 a.m.: Arrive, check in, and visit our brunch buffet.
10–11 a.m.: Hear from Natalie Wexler
11–11:15 a.m.: Q&A with Natlie Wexler
11:15–11:30 a.m.: Book signing
Natalie Wexler is an education writer and the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019). She is also the co-author, with Judith C. Hochman, of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (2017) and a senior contributor to Forbes. Her articles and essays have appeared in The New York Times, The Washington Post, The Atlantic, and other publications. Before turning to education, Wexler worked as a freelance writer and essayist on a variety of topics, and as a lawyer and legal historian. She lives in Washington, D.C.
With just over half of young readers on track and year-over-year gains flattening, the latest research brief underscores the urgency of data-driven instruction:
BOY: Summer instructional loss highlights the importance of quality core instruction for the youngest grades.
BOY: More students start the school year on track for learning to read, though momentum is slow.
MOY: Early literacy gains offer hope for COVID recovery, though broader literacy challenges persist nationwide.
MOY: Slow but steady: K–2 reading readiness climbs just 1–2 percentage points annually.
EOY: Reading scores rise overall; gender disparities present a complex picture.
Amplify’s high-quality programs benefit millions of students every day using methods that are evidence-based, ESSA-aligned, and showing efficacy in a variety of contexts. Read more research and case studies and see more briefs on early literacy.
with Amplify and Riverside USD
Thursday, February 27, 2020
9:30–11:30 a.m. PST
Location:
Benjamin Franklin Elementary School – Library
19661 Orange Terrace Parkway
Riverside, CA 92508
Registration deadline: Space is limited at this free event! RSVP by February 20 to secure your spot.
Who should attend: Supervisors, ELA and reading directors, curriculum coordinators, and principals.
Join us for a free brunch, author talk, and book signing with education writer and author Natalie Wexler on February 27 from 9:30–12 a.m.
During our time together, Natalie will discuss the latest research around reading, writing, and engagement in elementary school, along with the key findings of her book The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019).
As our guest, you’ll:
Agenda:
9:30 a.m.: Arrive, check in, and visit our brunch buffet.
10–11 a.m.: Hear from Natalie Wexler
11–11:15 a.m.: Q&A with Natlie Wexler
11:15–11:30 a.m.: Book signing
Natalie Wexler is an education writer and the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019). She is also the co-author, with Judith C. Hochman, of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (2017) and a senior contributor to Forbes. Her articles and essays have appeared in The New York Times, The Washington Post, The Atlantic, and other publications. Before turning to education, Wexler worked as a freelance writer and essayist on a variety of topics, and as a lawyer and legal historian. She lives in Washington, D.C.
with Amplify and Riverside USD
Thursday, February 27, 2020
9:30–11:30 a.m. PST
Location:
Benjamin Franklin Elementary School – Library
19661 Orange Terrace Parkway
Riverside, CA 92508
Registration deadline: Space is limited at this free event! RSVP by February 20 to secure your spot.
Who should attend: Supervisors, ELA and reading directors, curriculum coordinators, and principals.
Join us for a free brunch, author talk, and book signing with education writer and author Natalie Wexler on February 27 from 9:30–12 a.m.
During our time together, Natalie will discuss the latest research around reading, writing, and engagement in elementary school, along with the key findings of her book The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019).
As our guest, you’ll:
Agenda:
9:30 a.m.: Arrive, check in, and visit our brunch buffet.
10–11 a.m.: Hear from Natalie Wexler
11–11:15 a.m.: Q&A with Natlie Wexler
11:15–11:30 a.m.: Book signing
Natalie Wexler is an education writer and the author of The Knowledge Gap: The Hidden Cause of America’s Broken Education System—and How to Fix It (2019). She is also the co-author, with Judith C. Hochman, of The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades (2017) and a senior contributor to Forbes. Her articles and essays have appeared in The New York Times, The Washington Post, The Atlantic, and other publications. Before turning to education, Wexler worked as a freelance writer and essayist on a variety of topics, and as a lawyer and legal historian. She lives in Washington, D.C.
Our research
mCLASS® DIBELS® 8th Edition is an all-in-one literacy system for universal and dyslexia screening, progress monitoring, and instruction for grades K–8. It’s quick and easy to use, and it provides clear next steps for developing confident readers.
Research brief: Slow but steady: K–2 reading readiness climbs just 1–2 percentage points annually. (published February 2026)
Research brief: More students start the school year on track for learning to read, though momentum is slow. (published October 2025)
Research brief: Reading scores rise overall; gender disparities present a complex picture. (published July 2025)
Research brief: Early literacy gains offer hope for COVID recovery, though broader literacy challenges persist nationwide (published February 2025)
Research brief: Summer instructional loss highlights the importance of quality core instruction for the youngest grades. (published October 2024)
Research brief: Different outcomes for Spanish-speaking students assessed in English and in Spanish demonstrate the importance of bilingual assessment.
(published June 2024)
Research brief: Middle-of-year data show early literacy improvements are slowing, and broader U.S. literacy rates remain a concern. (published March 2024)
Research brief: With end-of-year data showing continued academic recovery in early literacy, worries remain for third grade students.(published July 2023)
Research brief: Middle-of-year data show that academic recovery continues in early literacy, with Black and Hispanic students making the greatest gains. (published February 2023)
Research brief: Data from the beginning of the school year show that the literacy crisis in America’s schools may be worse than it was before COVID-19; but the greatest part of the crisis existed before the pandemic. (published October 2022)
Research brief: Amid academic recovery in classrooms nationwide, risks remain for youngest students with least instructional time during critical early years. (published February 2022)
Research brief: Students start to recover from COVID instructional loss. (published July 2021)
Research brief: COVID-19 means more students not learning to read. (published February 2021)
Ithaca City School District, New York: mCLASS DIBELS 8th Edition and connected intervention systems drive record-breaking literacy gains
Learn more about the research behind our programs.
Amplify ELA is the only ELA curriculum that takes the Science of Reading to the next level.
Truly designed for students entering the middle grades, Amplify ELA engages and empowers learners, and addresses the very specific and unique needs of students in grade 6.
Scroll down to learn how Amplify ELA is uniquely designed to help all your Seattle middle schoolers make learning leaps in literacy.
Developed specifically for the needs of students entering the middle grades, Amplify ELA is a blended curriculum that promises:
In Amplify ELA, all students read the same text with the help of differentiated supports. In other words, we don’t dumb things down; we bring students up. Our robust collection of varied texts and research-based approach to instruction not only engage students, but build confidence.
With Amplify ELA’s integrated and designated ELD support, multilingual and English language learners (ML/ELs) are given a chance to shine.
Embedded supports enable students to engage with and participate in discussion of grade-level texts with their grade-level peers.
Ready to explore on your own? Follow the instructions below to access your demo account.
First, watch the quick navigation video to the right. Then login using the directions below.
To access the student digital platform, follow the login directions below.
Amplify Core Knowledge Language Arts (CKLA) helps implement the Washington State K–12 Learning Standards for English Language Arts (Common Core State Standards) by translating the Science of Reading into manageable, engaging, and effective classroom practices. For more than a decade, Amplify CKLA has transformed classrooms nationwide with its intentional knowledge building and systematic skills instruction.
Scroll down to learn how Amplify CKLA is uniquely designed to help all your students make learning leaps in literacy.
Improve outcomes with a program that’s built on a decade of research and meets the strongest Every Student Succeeds Act (ESSA) Tier I criteria.
As the original Science of Reading program, Amplify CKLA puts research into action with explicit, systematic foundational skills instruction and a proven knowledge-building sequence. In collaboration with education experts and practitioners, we provide powerful resources that deliver real results.
Amplify CKLA follows the Core Knowledge Sequence, a content-specific, cumulative, and coherent approach to knowledge building. This approach improves reading scores and closes achievement gaps by establishing a robust knowledge base that strengthens comprehension.
In Amplify CKLA 3rd Edition, we’ve enriched our Knowledge Sequence with a wider range of perspectives and high-quality texts in new and enhanced units.
Students progress from simple to complex skill development starting with phonological and phonemic awareness. Instruction in Grades K–2 explicitly teaches the 150 spellings for the 44 sounds of English, following an intentional progression to ensure student success.
In our 3rd Edition, we’ve added dedicated Grade 3 foundational skills instruction that can either support core lessons or function as an intervention, based on student needs.
Grounded in the Science of Writing—the research on how kids learn to write—instruction is explicit, daily, and woven into the curriculum’s rich content. It covers both transcription (handwriting and spelling) and composition (organizing ideas into narratives) with high-impact activities like sentence-level combining and expanding, and pre-writing exercises. Writing and reading instruction are integrated so students simultaneously strengthen their communication skills, comprehension, and confidence.
Amplify CKLA students are immersed in a variety of texts—complex read-alouds, decodable chapter books, trade books, and content-rich readers—that reflect varied experiences and connect to learning goals.
Readers are 100% decodable for Grades K–2, empowering students to directly apply what they’ve learned. Novel Study units for Grades 3–5 offer a mix of contemporary and classic literature, and Culminating Research Units in every grade include a set of authentic texts and trade books.
Scaffolds and challenges, developed in collaboration with education experts, make content accessible to every student, including multilingual and English learners. With strategies embedded right in the curriculum, teachers can deliver in-the-moment, individualized instruction to meet diverse student needs.
For a dedicated English language development program aligned to Amplify CKLA, explore Language Studio.
The comprehensive resources in Amplify CKLA 3rd Edition support effective literacy instruction in every classroom.
Amplify CKLA teachers are empowered to deliver effective instruction with the following print and digital resources:
Amplify CKLA students stay engaged with the following print and digital resources:
The array of high-quality, varied texts in Amplify CKLA connect to the curriculum, sparking students’ curiosity and empowering them to learn to read with confidence.
Multisensory phonics and foundational skills resources engage students with fun, varied approaches that promote mastery and build independence.
Our comprehensive platform simplifies your day-to-day tasks and makes it easier to plan and deliver lessons.
Move beyond traditional program training with Amplify’s digital PD Library, designed to fully support your shift to the Science of Reading and Amplify CKLA. Deepen your understanding with:
Language Studio is Amplify CKLA’s dedicated K–5 program for multilingual and English language learners. Through daily 30-minute lessons, it strengthens reading, writing, speaking, and listening skills while reinforcing core instruction. This tailored support empowers students to confidently access grade-level content as they develop academic English.
Curriculum Maps by Grade and Strand:
Amplify Caminos is a research-based core curriculum essential for Spanish literacy and grounded in the Science of Reading.
View our Amplify Caminos Program Guide to learn our approach to foundational skills by year, view skills practice with student readers and writing, and understand how the program supports teachers in meeting the needs of all students with embedded differentiation.
Amplify Caminos offers a robust and authentic elementary Spanish language arts program for grades K–5 that promotes
biliteracy and helps teachers inspire students as they become confident readers, writers, and thinkers in Spanish.
Using the program’s two strands, Caminos Conocimiento and Caminos Lectoescritura, teachers develop student
comprehension in Spanish through a program rich in background knowledge and foundational skills activities. The texts students encounter include authentic Spanish literary works that honor Spanish language development and build deep content knowledge in social studies, science, literature, and the arts.
Amplify Caminos is designed to support a variety of bilingual and dual language instructional models to meet every student’s biliteracy needs. Combined with its English language partner, Amplify Core Knowledge Language Arts (CKLA), Amplify Caminos provides a comprehensive biliteracy solution.
With a robust digital experience and an expanding library of online materials, Amplify Caminos provides everything needed to support, challenge, and engage your students. From digital Teacher Guides to lesson projectables, the program includes all the tools needed to successfully deliver every lesson.
How Amplify Caminos works with Amplify CKLA
Through direct instruction, both Amplify Caminos and Amplify CKLA develop reading, writing, speaking, and listening skills in their respective languages. Together, the programs empower educators to effectively foster biliteracy with:
First, watch the quick navigation video to the right. Then, follow the directions below.
Follow the directions below to access the Student Resource Site:
Coming soon! Please select one preferred date and time to register for our session(s) beginning February 2023.
Need to reschedule?
Should you need to reschedule, please select an available date and time, then select the “reschedule” option before submitting the form.
Keep checking back. Registration links are coming soon!
If you’ve attempted to sign up and all sessions are full, please submit this form to be connected with your Amplify professional development partner.
This page has been archived. For the latest information, please visit the NYC Resource Site.
As the 2021-2022 school year kicks into full gear, you’re likely thinking about making your classroom responsive to student needs due to the covid-19 pandemic.
Got additional questions? Use Zoom to attend office hours with Adaliz Gonzalez, the DOE’s Middle School Science Lead on Thursdays from 3-4pm.
Meeting ID: 852 2280 0969
Passcode: 528986
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.
Calling all NYC DOE educators! Do you know an educator who has gone above and beyond? Would you like to highlight your teaching experience for others? Submit nominations here to see them featured as a spotlight in a future edition of our monthly newsletter and on our Instagram pages!
This page includes planning, implementation, and professional learning resources for NYC schools using Amplify Science. Please take a moment to familiarize yourself with the categories in the navigation bar on the left side of the page, so that you’ll be able to easily find what you need.
Most New York City educators come here looking for specific information, but if you’re new to Amplify Science, we recommend you read through the program guide to learn a little about the program.
New to Amplify? – Start HERE!
Teachers and Administrators
Step 1: Review the Amplify Science Overview Video.
Step 2: Review the NYC Scope and sequence for 21-22 school year.
Step 3: Review the Unpacking the Kit Videos listed below to understand what’s in your unit 1 kit.
Step 4: Access your unique Log-in information to log-in to the Amplify Science Curriculum outlined below under Login support
Step 5: Log into the platform and access our Program Hub. Select Using this site for self study for a complete suite of training videos and resources for an initial orientation video series.
Step 6: Log into the curriculum and begin studying the Unit Map and Teacher’s Guide resources and begin planning your first lesson. Print out the NYC Program Guide for essential program information.
Step 7: Administrator’s ONLY – Review the new administrator orientation presentation for an overview of the program. Review other materials under Admin Resources.
NOTE: Should you need any additional guidance on how to get started with prep (or anything else!), please feel free to get in touch with our pedagogical support team. They are available Monday-Friday from 7AM-7PM EST. You can reach them via the chat icon in the lower right- hand corner of your screen when logged in, through email (help@amplify.com), or via phone (800-823-1969).
Login Support
Materials
Unpacking your first Amplify Science classroom kit
The temporary login credentials for fall ’21 have been deactivated.
Please make sure you check out the Getting started resources > Login Support below for instructions around teacher and student logins. If there are any issues, please confirm with your STARS programmer that your classes are assigned correctly and then contact our Amplify Help Desk at help@amplify.com or at 1-800-823-1969 for further assistance.
21-22 NYC Scope and Sequence and Pacing Guide
Use our NYC Field Trip List to plan an engaging field trip for your students!
NYC Companion Lesson Guides
The format of the NYC Companion Lessons is similar to other Amplify Science lessons. Some companion lessons are designed to require more than a single class period to teach, so each lesson includes pacing suggestions. Science Background sections support teachers with the science content introduced in the lessons. For students’ written work, possible student responses are included at the end of each lesson guide.
The Lesson Guides are available in the last section of each unit’s print Teacher’s Guide and can be downloaded from the tables in the downloads section below.
NYC Companion Lesson Copymasters
Each NYC Companion Lesson has an accompanying Copymaster (for creating student sheets) that can be copied and distributed to students or used as a visual reference. The NYC Companion Lessons require students to have physical copies of the student sheets. The copymasters are available to download as printable PDF files from the tables in the downloads section below.
*Note: The homework assignment for Ocean, Atmosphere, and Climate Lesson 3.3 (reading the article “Deep Ocean Currents: Driven by Density”) should be assigned after the Investigating Deep Ocean Currents companion lesson rather than after Lesson 3.3.
NYC Companion Kits
Materials needed to teach Amplify Science lessons are provided in a kit for each unit. While some materials used in the NYC Companion Lessons are also found in a unit’s kit, materials specific to the companion lessons are provided in NYC Companion Kits. The contents of each kit and any additional materials needed to teach the companion lessons are listed in the PDFs provided below. Please select your grade to view or download the list.
NYC Student Editions (print)
The NYC Student Editions are durable student references that compile all reading material required for a grade level, including the articles students read for NYC Companion Lessons. Students reading in the Student Edition should annotate the text directly with sticky notes to achieve the full benefits of Active Reading. The Active Reading approach was designed as an interactive process in which students highlight and annotate digital or hard copies of articles directly. Printable versions of the articles are available in the downloads section below.
It is recommended that NYC teachers insert this additional lesson between Lessons 3.1 and 3.2 in order to have students complete a reading assignment in class along with an additional Sim activity.
*If teaching this Modeling Seasons lesson, do not assign reading “The Endless Summer of the Arctic Tern” article for homework in Lesson 3.1. However, students should still model a lunar eclipse with the Modeling Tool for homework, as they will be revisiting and revising this model in Lesson 3.3.
* includes NYC Companion Lesson Copymaster(s)
* includes NYC Companion Lesson Copymaster(s)
* includes NYC Companion Lesson Copymaster(s)
In response to the shifts towards remote learning, Amplify has created resources for using our programs remotely. Please visit our Program Hub accessible via your Teacher Platform for all of our hybrid and remote learning supports which includes guidance for teachers and parents/guardians.
Additionally, please see below where you’ll find the recordings from our recently held webinars on our remote learning resources and some best practices for implementing Amplify Science in a distance learning setting.
Resource guides
Interested in attending training? Check out and sign up for this year’s PL offerings here!
Election Day 21-22 PL
Grade 6 Guided Planning Presentation and Webinar
Grade 7 Guided Planning Presentation and Webinar
Grade 8 Guided Planning Presentation and Webinar
Grades 6-8 Unpacking Phenomena Presentation and Webinar
All 2020-2021 PL session materials can be found below under Professional learning resources.
Amplify Science Back-to-School Recorded Webinars – Amplify held a series of national office hours throughout the summer and fall to share information about our new resources to support remote and hybrid learning– including recommendations about what to prioritize from your curriculum and essential refresher topics, such as how to navigate your program and find the best planning resources. Feel free to watch all recorded sessions at your convenience.
Winter 2022
Spring 2021
Winter 2021
Fall 2020
Summer 2020
Summer 2019- Harnessing Human Energy and Thermal Energy
Fall 2019- Population and Resources with Participant Notebook
Winter 2022
Spring 2021
Winter 2021
Fall 2020
Summer 2020
Summer 2019 – Microbiome and Metabolism
Fall 2019 – Phase Change with Participant Notebook
Winter 2022
Spring 2021
Winter 2021
Fall 2020
Summer 2020
Summer 2019 – Geology on Mars and Earth, Moon, Sun
Fall 2019 – Force and Motion with Participant Notebook
For general questions about the Amplify program (navigation, pedagogy, login), please reach out:
Email – scihelp@amplify.com
Phone – call toll-free at (800) 823-1969, Monday to Friday, 7 a.m.–7 p.m. ET
Amplify Chat – click the Amplify Chat icon within the individual teacher account
As the 2021-2022 school year continues to pose new challenges, you’re likely thinking about making your classroom responsive to student needs due to the covid-19 pandemic.
Got additional questions? Use Zoom to attend office hours with Nadya Awadallah, the DOE’s Elementary Science Lead on Fridays from 12-1pm.
Meeting ID: 835 9458 3142
Passcode: 263518
Calling all NYC DOE educators! Do you know an educator who has gone above and beyond? Would you like to highlight your teaching experience for others? Submit nominations here to see them featured as a spotlight in a future edition of our monthly newsletter and on our Instagram pages!
This page includes planning, implementation, and professional learning resources for NYC schools using Amplify Science. Please take a moment to familiarize yourself with the categories in the navigation bar on the left side of the page so that you’ll be able to easily find what you need.
Most New York City educators come here looking for specific information, but if you’re new to Amplify Science, we recommend you read through the program guide to learn a little about the program.
New to Amplify? – Start HERE!
Teachers and Administrators
Step 1: Review the Amplify Science Navigation Essentials K-5 Video
Step 2: Review your Scope and sequence/course structure calendar
Step 3: Review the Unpacking the Kit Videos listed below to understand what’s in your unit 1 kit
Step 4: Access your unique log in information to log-in to the Amplify Science Curriculum outlined below under Login support
Step 5: Log into the platform and access our Program Hub. Select Using this site for self study for a complete suite of training videos and resources for an initial orientation video series
Step 6: Log into the curriculum and begin studying the Unit Map and Teacher’s Guide resources and begin planning your first lesson. Print out the NYC Program Guide for essential program information.
Step 7: Administrator’s ONLY – Review the K-5 Admin Orientation presentation for an overview on the program. Review materials under Admin Resources.
NOTE: Should you need any additional guidance on how to get started with prep (or anything else!), please feel free to get in touch with our pedagogical support team. They are available Monday-Friday from 7AM-7PM EST. You can reach them via the chat icon in the lower right- hand corner of your screen when logged in, through email (help@amplify.com), or via phone (800-823-1969).
NYC Resource Site overview – quick links
Login support
Materials
All Amplify Science units coming with kits that include hands-on and print materials. The number of boxes (sometimes referred to as “tubs”) varies depending on the unit.
The temporary login credentials for fall ’21 have been deactivated.
Please make sure you check out the Getting started resources > Login support below for instructions around teacher and the NYC shared student logins.
If there are any issues, please confirm with your STARS programmer that your classes are finalized and then contact the Amplify Help Desk at help@amplify.com or at 1-800-823-1969.
Use our NYC Field Trip List to plan an engaging field trip for your students!
Use the resources below to plan out your year and ensure you are teaching each standard to mastery.
In response to the shifts towards remote learning, Amplify has created resources for using our programs remotely. Please visit our Program Hub accessible via your Teacher Platform for all of our hybrid and remote learning supports which includes guidance for teachers and parents/guardians.
Additionally, please see below where you’ll find the recordings from our recently held webinars on our remote learning resources and some best practices for implementing Amplify Science in a distance learning setting.
Resource guides
On-demand remote learning videos
Interested in attending training? Check out and sign up for this year’s PL offerings here!
All 2021-2022 PL session materials will be uploaded below under Professional learning resources.
Amplify Science Back-to-School Recorded Webinars – Amplify held a series of national office hours throughout the summer and fall to share information about our new resources to support remote and hybrid learning– including recommendations about what to prioritize from your curriculum and essential refresher topics, such as how to navigate your program and find the best planning resources. Feel free to watch all recorded sessions at your convenience.
Fall 2021 materials:
Summer 2021 materials:
Fall 2021 materials:
Summer 2021 materials:
Fall 2021 materials:
Summer 2021 materials:
Fall 2021 materials:
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Winter 2021 materials:
Fall 2020 materials:
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Fall 2020 materials:
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Summer 2019 materials:
Fall 2019 materials:
Summer 2019 materials:
Fall 2019 materials;
Caregiver letters – information about Next Generation Science Standards by grade level
For general questions about the Amplify program (navigation, pedagogy, login), please reach out:
Email – scihelp@amplify.com
Phone – call toll-free at (800) 823-1969, Monday to Friday 7 a.m.–7 p.m. ET
Amplify Chat – click the Amplify Chat icon within the individual teacher account
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.
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:
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.
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”):
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.
Amplify may collect personal information directly from you at various points, including the following:
As you visit or use our Site, we may collect Site activity information through cookies and similar technologies.
For information on how to opt-out of these technologies, please see What Choices Do You Have? below.
Amplify also receives information from other sources.
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BROOKLYN, NY (February 26, 2024) – Amplify, a publisher of next-generation curriculum and assessment programs, today released a research brief on the latest K-2 middle-of-school-year literacy data. Findings reveal that while this year’s kindergarten cohort has returned to pre-pandemic literacy readiness levels, overall progress remains slow. Only 56 percent of students are on track for learning to read, and 29 percent of students are far behind.
“The return of our youngest students to pre-pandemic reading levels is encouraging—but that said, broad literacy trends in the United States are still concerning,” said Susan Lambert, chief academic officer, elementary humanities, at Amplify. “This is a moment to celebrate, but also a call to action: To prepare students for life-long success, we need all students exceeding pre-pandemic early reading levels. By regularly monitoring student progress via tools like middle-of-year data, educators can respond earlier when their students need support.”
The research brief outlines how middle-of-year data is uniquely positioned to help schools plan for instructional changes and implement those changes before the following school year.
Progress monitoring—identifying, supporting, and tracking outcomes—is one strategy schools can engage in when working with students who are the most at-risk for not learning to read. Using that data, they can provide differentiated support, developing foundational reading skills based on each student’s progress and proficiency.
Amplify encourages districts and schools to analyze middle-of-year data by school, grade, and classroom and create plans that:
About Amplify
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our core and supplemental programs in ELA, math and science engage all students in rigorous learning and inspire them to think deeply, creatively and for themselves. Our formative assessment products help teachers identify the targeted instruction students need to build a strong foundation in early reading and math. All of our programs and services provide educators with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves more than 15 million students in all 50 states and on six continents. For more information, visit Amplify.com.
Media Contact: Kristine Frech; media@amplify.com
Brooklyn, NY (February 10, 2020) — Amplify, a publisher of next-generation curriculum and assessment programs, was among only thirteen education companies awarded Digital Promise’s first Research-Based Design Product Certification for its commitment to consulting and incorporating research findings in its supplemental reading program, Amplify Reading.
The new product certification is intended to serve as a rigorous, reliable signal for consumers, including school administrators, educators, and families, looking for evidence of research-based educational technology products.
“Schools and families want to know which edtech products can actually help students learn,” said Karen Cator, president and CEO of Digital Promise. “Digital Promise’s Product Certifications are designed to help strengthen consumers’ confidence in choosing research-based products, while recognizing product developers doing the important work of incorporating valid research into their designs.”
Amplify Reading is a K–8 supplemental reading program that provides students with practice and instruction in the underlying phonological awareness, phonics, vocabulary, comprehension, and close reading skills that are essential for fluent reading with strong comprehension. It engages and motivates a diverse array of learners with an adaptive story-driven adventure through a variety of activities, including mini-games, vocabulary practice, ebooks, and interactive instruction in close reading topics.
“Receiving this Digital Promise Product Certification solidifies Amplify’s commitment to all students across all entry points of learning, abilities, and demographics through intentional research methodology,” said Melissa Ulan, senior vice president and general manager, supplementals at Amplify.
About Digital Promise
Digital Promise is a nonprofit organization that builds powerful networks and takes on grand challenges by working at the intersection of researchers, entrepreneurs, and educators. Digital Promise’s vision is that all people, at every stage of their lives, have access to learning experiences that help them acquire the knowledge and skills they need to thrive and continuously learn in an ever-changing world. For more information, visit the Digital Promise website and follow @digitalpromise for updates.
About Amplify
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our captivating core and supplemental programs in ELA, math, and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products turn data into practical instructional support to help all students build a strong foundation in early reading and math. All of our programs provide teachers with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves five million students in all 50 states. For more information, visit amplify.com.
Contact: media@amplify.com
Brooklyn, NY (February 24, 2020) — Amplify, a publisher of next-generation curriculum and assessment programs, announced today the appointment of Paul Griffin as vice president of strategic urban initiatives. In Griffin’s new role, he will partner with sales managers across Amplify and work with large urban accounts and superintendents. Griffin previously served as head of national partnerships at Lexia Learning and director of urban initiatives at Houghton Mifflin, where he built relationships with key urban school districts and decision-makers across the nation.
“Amplify is thrilled to welcome Paul Griffin to the company,” said Rita Schaefer, senior vice president and national sales manager at Amplify. “Paul’s extensive K–12 experience, strong record of success, and long-standing ties within the industry will allow us to deliver the dynamic opportunities that educators and students across the country deserve.”
At Lexia Learning, Griffin worked with sales teams and district administrators to bring learning solutions to schools nationwide; at Houghton Mifflin he was the organization’s trusted liaison to member districts of the Council of Great City Schools. He has a long history of participation with nationally recognized organizations such as the Council of Urban Boards of Education (CUBE), The School Superintendents Association (AASA), the National Alliance of Black School Educators (NABSE), and the Association of Latino Administrators and Superintendents (ALAS).
Griffin is a former advisory board member of the National League of Cities, Youth, Education and Families Institute. He holds The President’s Award from the National Alliance of Black School Educators, the organization’s highest honor, as well as the California Alliance of African American Educators’ Corporate Leadership Award. He has been listed in Ebony Magazine’s 100 most influential Black Americans. Griffin continues to have a strong interest in increasing educational excellence across the country.
About Amplify
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our captivating core and supplemental programs in ELA, math, and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products turn data into practical instructional support to help all students build a strong foundation in early reading and math. All of our programs provide teachers with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves five million students in all 50 states. For more information, visit amplify.com.
Contact: media@amplify.com
BROOKLYN, NY (February 16, 2022) — Amplify, a publisher of next-generation curriculum and assessment programs, released a research brief on middle-of-school-year reading data. It shows good news that K–5 students are recovering from the loss of literacy instruction caused by COVID-19. However, it also shows that in every elementary grade, there are still more students at risk of not learning to read than there were before the pandemic. The cohorts of students currently in kindergarten, grade1, and grade 2 are furthest behind compared to their pre-pandemic counterparts; Black and Hispanic students currently in those three early grades are still suffering disproportionately from COVID-related instructional loss.
The latest data show that as elementary students have returned to in-class instruction, schools have made terrific progress toward recovering the instruction they missed during the pandemic. However, at the middle of the 2021–22 school year, in every elementary grade (K–5), the number of students at risk of not reading is still higher than it was at the same point in the 2019–20 school year. The number of at-risk students has risen the most in the youngest grades (K–2), and in those grades, nationally, the gaps in early reading skills between Black and Hispanic students and their white counterparts are now wider than they were before the pandemic.
Susan Lambert, chief academic officer of elementary humanities at Amplify, says the data in this report is a clarion call to help this generation of young students get on track in reading. “It’s really an all-hands on deck moment,” she says. “But aiming for recovery is the wrong goal, because pre-pandemic literacy rates were already a problem. Literacy instruction for the K–2 age group has always been critical. Now we’re seeing second grade students who have spent their entire school lives in the pandemic losing the most instructional time at the most important moments for learning to read. The struggles of students who have fallen behind are not going to go away on their own. If we don’t address them, those struggles will compound. The older these students become, the longer it will take them to catch up.”
What should be done to help these students? “There are many things schools are addressing right now: morale of teachers, well-being of children, reducing the spread of the virus, and helping kids catch up,” Lambert says. “With reading, teacher-student relationships matter. Teaching practices should be evidence-based. High quality instructional materials, grounded in the Science of Reading, should be used daily. Instructional content should develop both word recognition and language skills. Learning must be regularly monitored and learning gaps addressed immediately.”
Lambert is optimistic about how much progress can be made. “When kids get good instruction based in the Science of Reading, outcomes improve. When students receive that instruction in the early grades, 95 percent of them can develop as proficient readers regardless of their background.”
Lambert calls for both accelerating student literacy outcomes through quality grade-level instruction and for targeted instruction and interventions to close existing gaps.
She specifically recommends that each district make a two-year, highly integrated plan for the population of kids that are at high risk. Those integrated plans should ensure that schools:
The report highlights the effects of COVID-19 disruptions by comparing Amplify mCLASS with DIBELS® 8th Edition benchmark data from the 2019–20, 2020–21 and 2021-22 school years. Approximately 400,000 students in a matched set of more than 1,300 schools in 37 states are represented. The schools in the source data are slightly more likely to be in large urban metropolitan areas than the nation overall.
The data was collected using the mCLASS platform, which automates the data collection of DIBELS (Dynamic Indicators of Basic Early Literacy Skills). DIBELS is a widely-used series of short tests that assess K–8 literacy developed by the University of Oregon. DIBELS is an observational assessment collected by teachers interacting with students one-on-one, either live or over video. DIBELS is typically administered three times a year (beginning, middle, and end of year), and is used to identify reading difficulty, monitor progress, and inform instruction, especially for struggling readers.
About Amplify
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our captivating core and supplemental programs in ELA, math, and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products turn data into practical instructional support to help all students build a strong foundation in early reading and math. All of our programs provide teachers with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves more than 10 million students in all 50 states.
Contact:
Molly McCue
media@amplify.com
Brooklyn, NY (February 10, 2023) — Amplify, a publisher of next-generation curriculum and assessment programs, announced today that the Colorado Department of Education (CDE) has selected mCLASS DIBELS 8th Edition and the corresponding Spanish-language assessment, mCLASS Lectura, as its K–3 interim and diagnostic assessment. The 2012 Colorado Reading to Ensure Academic Development (READ) Act provides the state with the structure and resources to ensure Colorado’s students are reading at grade level by the time they enter the fourth grade. mCLASS will serve as the state’s READ Early Learning Assessment Tool (ELAT), providing educators with immediate access to the kind of data and analysis they need in order to support their students and provide for intervention where appropriate.
“Amplify is honored to partner with CDE on this important literacy initiative,” said Krista Curran, senior vice president of state partnerships at Amplify. “When teachers are provided with a reliable diagnostic tool, they are equipped with the data to better understand how to support all students in becoming confident readers. Having the kind of data, analysis, and instruction that mCLASS offers in English and Spanish is not only nice to have but also absolutely essential.”
CDE implemented a rigorous review process for this selection. The selection committee for this solicitation included educators and assessment professionals from several districts in Colorado as well as representatives from the Dyslexia Working Group.
mCLASS offers complete parity across languages, reporting, and robust instructional guidance. After each administration of the assessment to students, educators receive granular diagnostic observations, instant targeted groups and lessons for each. With this implementation, CDE educators can be certain they will retain access to all historical and longitudinal data from previous versions of mCLASS.
mCLASS with DIBELS 8th Edition is an integrated literacy system based on the Science of Reading and validated for universal screening, progress monitoring, and screening for risk of dyslexia. DIBELS (Dynamic Indicators of Basic Early Literacy Skills), which is automated through the collection of data through the mCLASS platform, is a widely-used series of short tests developed by the University of Oregon that assess K–8 literacy. DIBELS is an observational assessment collected by teachers interacting with students one-on-one, either live or over video. The assessment is typically administered three times per year (beginning, middle, and end of year), and is used to identify reading difficulty, monitor progress, and inform instruction, especially for struggling readers.
About Amplify
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our core and supplemental programs in ELA, math, and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products help teachers identify the targeted instruction students need to build a strong foundation in early reading and math. All of our programs and services provide educators with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves more than 10 million students in all 50 states. For more information, visit amplify.com.
Media Contact
Kristine Frech
media@amplify.com
BROOKLYN, NY (February 27, 2023) — Today, Amplify, a publisher of next-generation curriculum and assessment programs, published a research brief on national middle-of-school-year (MOY) reading data. The data show that students across the country continue to make meaningful progress in early literacy. These successes are especially evident in the lower elementary grades. Further, the measurable disparities in achievement between Black and Hispanic students and their white and Asian peers have narrowed since the prior year. Despite this progress, in every elementary grade, the students at the greatest risk for not learning to read are performing worse than they were in the middle of the 2019–2020 school year. In particular, third graders, the cohort of students with the most impacted instructional time from the pandemic, experienced no improvement from the prior school year, signaling the importance of uninterrupted instructional time that is based in the Science of Reading.
“Literacy is a fundamental human right, and evidence-based literacy instruction is an imperative for lifelong success,” says Susan Lambert, chief academic officer of elementary humanities at Amplify. “Our nation’s students have experienced unprecedented learning disruptions over the last three years. The way forward is clear — evidence-based practices, like the Science of Reading, must guide our nation’s literacy recovery to help all of our children become confident readers.”
Despite recent progress, literacy rates in the United States remain a crisis today. There are still too many students at risk of failing to read proficiently by the end of the third grade, an important indicator of future academic success. Educators serving students in grades K–3 need continued support to help students that are most at risk. Schools and districts can invest in a reliable universal screener, high-quality core curriculum based in the Science of Reading, evidence-based interventions and ongoing professional development to ensure educators have the tools they need to support students.
The research brief compares mCLASS® with DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) 8th Edition benchmark data from the 2019–20, 2020–21, 2021–22 and 2022–23 school years. From more than 2 million students assessed with mCLASS, approximately 300,000 students in a matched set of 1,400 schools in 43 states are represented. The schools in the source data are slightly more likely to be in large urban metropolitan areas than the nation overall.
The data was collected using the mCLASS platform, which automates the data collection of DIBELS®. DIBELS is a widely-used series of short tests developed by the University of Oregon that assess K–8 literacy. It is an observational assessment collected by teachers interacting with students one-on-one, either live or over video. DIBELS is typically administered three times a year (beginning, middle and end of year), and it is used to identify reading difficulty, monitor progress and inform instruction, especially for struggling readers.
About Amplify
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our core and supplemental programs in ELA, math and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products help teachers identify the targeted instruction students need to build a strong foundation in early reading and math. All of our programs and services provide educators with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves more than 15 million students in all 50 states and on six continents. For more information, visit amplify.com.
Media Contact
Kristine Frech
media@amplify.com
In alignment with the Idaho Department of Education’s K–3 Idaho SMART Project, mCLASSⓇ DIBELSⓇ 8th Edition has been selected to support the initiative’s goals. This selection reinforces Idaho’s commitment to ensuring every child reads proficiently by the end of third grade using evidence-based practices grounded in the Science of Reading.
Log in to access your mCLASS program and hundreds of resources at learning.amplify.com.
What’s new?
Want advice and answers from the Amplify team?
mCLASS DIBELS 8th Edition will enable the early identification of students requiring additional reading support, providing the data and insights needed to build the strong literacy foundations envisioned in Idaho’s SMART Project through its collaborative work with leadership, district/building coaches, and educators.
mCLASS in Idaho is committed to providing literacy instruction for all by:
mCLASS is built on decades of research from the Center on Teaching and Learning at the University of Oregon, a national center for early childhood assessment and instruction. The measures are already in use in many districts in Idaho. The additional mCLASS suite includes reporting, grouping, lessons, and caregiver support.
Interested in more information? Watch the recording of the Idaho Department of Education’s overview of what is being offered to educators.
Ready to master one of education’s most powerful assessment tools? Join our comprehensive mCLASS DIBELS 8th Edition training sessions and unlock the full potential of data-driven instruction!
You’ll gain:
Perfect for: Teachers, reading specialists, interventionists, and administrators who want to maximize student growth through precise assessment and targeted instruction.
Walk away ready to: Immediately implement what you’ve learned and start making a measurable impact on student reading achievement in your classroom or school.
Explore the abundant learning opportunities available for Idaho teachers and leaders below, including session recordings, training resources, and more. Don’t miss this opportunity to elevate your assessment expertise and drive real results for your students!
Interested in hearing more and determining your school or district’s eligibility? Complete the interest survey below.
What to expect next:
Support your implementation with our half-day virtual mCLASS DIBELS 8th Edition training sessions offered throughout the 2025–26 school year. Various session topics will be offered at strategic times to support teachers at critical times. Sessions will be conducted via Zoom, providing a convenient online format for districts seeking flexible professional development without full-site commitments.
mCLASS DIBELS 8th Edition initial training (3 hrs)
Participants will dive into the essentials of mCLASS DIBELS 8th Edition and leave ready to administer and score the assessment to collect data using standardized guidelines.
Register now!
mCLASS DIBELS 8th Edition: Creating a data-driven culture for teachers (3 hrs)
What’s next? Dive deep into mCLASS DIBELS 8th Edition reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust MTSS program.
Sessions coming soon.
mCLASS DIBELS 8th Edition: Administration and reporting training for leaders (3 hrs)
Prepare to implement mCLASS with your school or district. Determine systems-level actions that will ensure assessment fidelity and leave ready to leverage key admin reports to support data-informed decision making.
Sessions coming soon.
mCLASS DIBELS 8th Edition: Creating a data-driven culture for leaders (3 hrs)
Cultivate a school-wide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.
Sessions coming soon.
Looking for additional training? No problem. Reach out to your local Account Executive to explore our flexible training alternatives that work with your district’s unique schedule.
Coming soon!
Explore the complete professional development library and the Amplify webinar library.
View the mCLASS DIBELS 8th Edition Benchmark Scoring in action:
Learn about additional assessment measures (RAN, Spelling, Vocabulary, Oral Language).
Amplify’s proven suite of assessment, instruction, and intervention is the gold standard in early literacy. Our programs are designed to enable students to build robust foundational skills and grow at all reading levels. Unlock the full suite and learn more about our related programs today!
Yvonne Rhode
Senior Account Executive
yrohde@amplify.com
Skyler Dario
Account Executive
sdario@amplify.com
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.
Please review the Utah Enrollment for mCLASS document for important information about the rostering process for LEAs in Utah.
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.
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 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:
How to progress monitor?
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.
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
help@amplify.com
Pedagogical Questions
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
edsupport@amplify.com
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
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.
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.
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Description Recommended set up |
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| Modified set up |
Note: mCLASS app is optimized for touchscreen; scoring with a mouse may need more practice. |
2. Familiarize yourself with the digital copies of student materials.
3. Schedule virtual meetings with students. To communicate with English-speaking caregivers, consider sending this email or video. To communicate with Spanish-speaking caregivers, consider sending this email or video.
4. Determine how you will handle scenarios where there’s a lag:
| Description | |
| Record the meeting |
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| Use a phone |
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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
| Guidance | |
| Acadience:Reading |
Use the share screen feature to display student materials on your screen. Optional next step for measures that have student materials: Zoom users: grant your student control of your screen so you can see their cursor as they read:
Note: For Mac OSX, you will need to give Zoom access in the Accessibility tab in the Privacy and Security preferences of your Mac. For more information on giving Zoom access in Security and Privacy, click here. |
3. Score in mCLASS.
| Benchmark | Progress monitoring | |
| Acadience Reading (formerly known as DIBELS Next) | Available for free download on the Acadience Learning website | |
Check back for monthly updates!
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.
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.
View the on-demand sessions for below to gain timely insights to support your mCLASS implementation.
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.
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.
Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.
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.
Amplify provides services to fit the different types of enrollment needs for various times of year:
Click here to access a list of the print materials included in each mCLASS Texas Edition kit.
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.
Here you’ll learn about the program, how to set up your device, and how to get help when using mCLASS Texas Edition.
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.
If you have not received an Amplify username and password, please contact your
school or district administrator.
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.
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.
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
For less urgent questions, send us an email!
mCLASS® with DIBELS 8th Edition® provides a formative assessment solution that supports the identification of students at risk for reading difficulties, including difficulty related to dyslexia. DIBELS 8th Edition was developed by the University of Oregon with the primary focus of ensuring that the measures are able to meet state-level dyslexia screening requirements.
When screening for risk, nothing can replace the power of listening to a child read—listening to their strengths as a reader AND their struggles.
With mCLASS, teachers administer predictive one-minute assessment measures that involve listening to students interact with sounds, letters, words, and text while screening for reading difficulties.
90 percent of students who struggle in third grade will continue to struggle at the end of elementary school if they do not receive the intervention.
74 percent of students who are poor readers in third grade will be poor readers in ninth grade, and, in general, have a higher risk of academic failure and school dropout.
According to a 2015 National Assessment of Educational Progress study, only 35 percent of fourth-grade students were proficient in reading. Most of these children will spend the rest of their time in school trying to catch up
mCLASS Instruction provides teachers with a single view of the personalized, blended instruction (teacher-led and online) that is available to support individual student or small-group needs in skill areas directly assessed in the mCLASS assessment.
Employ teacher-led instruction for whole classes, small-groups, and individual students, including activities created by Susan Hall, author of I’ve DIBEL’d, Now What, are provided for skill practice.
Additional instructional resources for comprehension include grade-level passages that provide more practice.
Get online student instruction and practice with Amplify Reading, which places students in a personalized instruction path based on mCLASS assessment data and adapts based on progress in the curriculum. Students engage with skills-based games as well as an eReader.
Receive rigorous, teacher-led intervention with mCLASS Intervention to address students most in need of support.
Teachers can download a letter with student assessment results to send home to parents and guardians, or use as a basis for discussion at conferences. Home Connect letters describe how the measures relate to skills development. Progress bars indicate the student’s performance on each measure.
Home Connect extends reporting to parents and guardians in a way that is easily understood and provides suggestions for positive action.
What exactly does the science of reading say about early literacy assessment? Hear from an expert on how to align assessment to the science of reading.
mCLASS with Amplify Reading offers Amplify Reading’s engaging and adaptive instructional layer alongside mCLASS’s best-in-class literacy assessment. Simply complete the form to request a demo, and an Amplify sales representative will be in touch.
If you’re reading this, someone taught you to read! You might remember learning your letters with a standout teacher, or simply curling up with a loved one to point out pictures and sound out words.
No matter who stands out to you, it takes a constellation of people to help children learn to read—both inside classrooms and beyond, and from district leadership to student families.
It also takes science: specifically, the science of teaching reading.
And we want to celebrate Science of Reading stars!
That’s why we created the Science of Reading Star Awards. Read on for more information about them, including how to nominate someone for the 2023 Awards. (If you’re already ready to nominate a star in your community, go right ahead!)
We launched this awards program in 2021—a year when schools, educators, and students were still working to bounce back from pandemic challenges and into a new normal. Even then, educators drove change, leading their school communities on a journey to the Science of Reading.
Our inaugural award program honored educators who championed and advocated for the Science of Reading in their classrooms, schools, or districts.
They generated buy-in. They inspired their peers and students. They successfully brought research-based instruction, phonics instruction, and foundational literacy skills into their approaches—and had remarkable gains to show for it.
Our 2021 awards, both finalists and winners, celebrated:
Winner: Anila Nayak, instructional coach and reading intervention teacher, Los Angeles Unified School District, California.
She says: “The Science of Reading is becoming my North Star because it’s guiding me to give the best that research has shown for my students.”
Winner: Cathy Dorbish, principal, Austintown Elementary School, Ohio
She says: “We know our kids come from all different backgrounds, different opportunities, and parents who read or don’t. By teaching them in this manner, we’re leveling the playing field. Those kids who may be economically disadvantaged, [but] they’re going to be readers just like the kids whose parents bought them 100,000 books.”
Winner: Alli Rice, elementary ELA lead, Kansas City, Kansas Public Schools
She says: “Teachers are saying things like ‘I never really thought my kids could have a discussion about the Renaissance during language arts class, but they are doing it.’”
Winner: Brittney Bills, curriculum coordinator, Grand Island Public Schools, Nebraska
She says: “I believe the Science of Reading is about hope. Knowing 95% of students are cognitively able to read at grade level with the right explicit instruction was empowering for me and the teachers I support.”
Inspired? Now think of the educators in your world—especially those devoted to literacy. Do you know someone who has transformed their classroom and empowered their students with the Science of Reading? What about someone who’s gone above and beyond core instruction based in the Science of Reading to apply these evidence-based practices in less traditional ways in areas like assessment, intervention, biliteracy, and beyond? (And yes, this person might be you!) We also have new categories this year, to honor both the traditional, and less traditional, Science of Reading champions!
Submit your nomination for the 2023 Science of Reading Star Awards by February 28!
The Grand Prize winner will receive full conference registration and associated travel costs to Big Sky Literacy Summit in Big Sky, Montana, Sept. 2023 (dates forthcoming).
To hear more from the 2021 winners, you can watch our Amplify Science of Reading Star Award Winners panel, now available as an on-demand webinar, or tune into Science of Reading: The Podcast to hear their conversations with host Susan Lambert.
Their stories and perspectives may help you discover how you can drive change in your classroom, school, and district with the Science of Reading!
After watching the K–2 video below, scroll down to learn even more, download resources, and access a demo.
After watching the 3–5 video below, scroll down to learn even more, download resources, and access a demo.
Amplify CKLA is a core ELA program for grades K–5 that delivers:
Amplify CKLA teaches both foundational skills and background knowledge in K–2 and combines them in 3–5, as required by the science of reading.
See pages 30-65 of the CKLA Program Guide below to learn more.
Amplify CKLA builds knowledge coherently across subjects and grades.
Students make connections from year-to-year by exploring grade-appropriate subject-area knowledge and vocabulary in history, science, literature, and the arts while learning to read, write, and think creatively and for themselves.
Download the at-a-glance resources below to learn more.
Amplify CKLA puts a variety of texts in the hands of students every day to build and strengthen background knowledge and vocabulary, listening and reading comprehension, and decoding and fluency skills.
More than that, we ensure the texts students read represent the world around them. With a diverse range of authors, topics, and characters, all students have ample access to both windows and mirrors. Our texts include:
Download the lists below to explore specific grade-level texts.
We believe we have a responsibility to provide literacy instruction that gives every student the same opportunity to succeed and excel.
We know that early reading affects achievement throughout school and beyond—well into college and career. Yet most literacy programs continue to fall short of supporting early literacy success. That’s why we’re so proud that CKLA is helping close the reading gap between students within diverse communities.
Explore how we make learning equitable for all learners with the resources below.
Watching students learn to read: magic. Knowing how they get there: science.
As you consider your next core ELA program, it’s critically important to understand what the Science of Reading really means and what it tells us about how to teach more effectively. Unlike other programs, Amplify CKLA was built upon these insights and practices, making it easier for teachers to implement this proven approach.
Download the resources below to dive deeper into the Science of Reading.
Amplify CKLA aligns with the instructional principles recommended by Orton-Gillingham and LETRS.
A strong literacy program is not just about a reading program or an assessment tool: it brings together curriculum, instruction, regular practice, intervention, and assessments.
Amplify has brought these components together in our early literacy suite of curriculum, ensure that you have what you need for multi-tiered support.
Ready to explore on your own? Follow the instructions below to access your demo account.
First, watch the quick navigation video to the right. Then, click the “Access CKLA Teacher Resource Site” button to log in.
Please note, these demo accounts expire on: February 23, 2023
In this episode, Eric Cross sits down with TikTok star and podcast host Lauran Woolley about her experience teaching science content within her K–5 classroom. Lauran shares how she’s learned how to make time for science, and what most K–5 teachers experience when creating their own science curriculum. Lauran also talks about her rise in popularity on TikTok, her podcast, Teachers Off Duty, and establishing strong relationships with her 5th grade students. Explore more from Science Connections by visiting our main page.
Lauran Woolley (00:00):
I wanna make sure that they’re ready for the real world, and I wanna make sure that they’re able to apply these things that I’m teaching them in their life, not on a multiple choice test.
Eric Cross (00:11):
Welcome to Science Connections. I’m your host Eric Cross. My guest today is Lauren Woolley. Lauren is a full-time fifth grade teacher in Leetonia, Ohio, who has amassed a following of 5.5 million subscribers on TikTok and over 1 million followers on YouTube. She’s also co-host of the podcast, Teachers Off Duty. Lauren has combined her teaching vocation and her talent for entertaining to connect with her students and encourage teachers across the world using her own unique style of edutainment. My most vivid memory from our discussion was her sincerity and openness about her experiences. It quickly became obvious to me that her personal transparency was a characteristic that she has remained grounded in despite her social media success. And now, please enjoy my discussion with Lauren Woolley.
Eric Cross (00:53):
You’re currently teaching fifth grade?
Lauran Woolley (00:55):
Yes.
Eric Cross (00:55):
What is it like to teach all content areas? ‘Cause I’m a middle school science teacher.
Lauran Woolley (00:59):
I didn’t always teach all content areas. First I started in second grade, so I used to teach like primary. I taught that for about three years. And I only really got my 4-5 endorsement because it was told to me that it would make me more marketable as a teacher. So I got it <laugh>. I was like, I’m never gonna use that. And then, my second year teaching, my class had low numbers and they collapsed my second grade classroom, split up my students, and then moved me to fifth grade in January. I had to take over a fifth grade class with all content areas in the middle of a school year. And it was really hard. It was like probably one of the most challenging things I’ve ever had to do teaching. When I got my job at my current school, it was only language arts, social studies.
Lauran Woolley (01:46):
So we only have two fifth grade classes. My other teacher would teach math, science. I taught language arts, social studies, and then the timeframes weren’t matching up. Like, I didn’t have enough time in my schedule for all the things we had to do in our curriculum. And she had like a little bit too much time. We realized as a district that it would be better for our fifth grade classes to just be self-contained. And last year was the first year I taught all five subjects. And I liked the variety of teaching everything because when I taught just language arts, social studies, I just felt like I was repeating myself twice a day. <laugh>. It was kind of boring for me. So like, I like doing all of it. <laugh>.
Eric Cross (02:24):
Yeah. With all of your talents and like your background and what I’ve seen, I could totally see why having all the different content areas would like make sense. Are you using a set curriculum? How do you come up with what to teach? Do you do it with teams? Like who comes up with that?
Lauran Woolley (02:36):
Uh, me, myself and I.
Eric Cross (02:38):
Well done.
Lauran Woolley (02:39):
My school, for literacy we’re using literacy collaborative. Then for math, we just adopted bridges, which I love and it’s very hands-on, very like student-led. For science, we had nothing. And I am not a science, or was not a science teacher at the time when I took over. So I panicked a bit and I was like, “Hey, can we have some kind of science curriculum? ‘Cause I got nothing.” And it’s not hard to look at the state standards and figure out what you need to teach them, but having no resources to go off of is extremely difficult. And luckily I have an older brother, he’s like three years older than me and he’s also a teacher. He actually is a science teacher. ‘Cause that first year that I was teaching all subjects, I was like, “Hey Ryan, can you just like send me all of your Google Drive files for science <laugh>?
Lauran Woolley (03:33):
And he’s like, “Yeah, sure.” So he kind of was like a mentor for like the first year that I taught science. And this year being my second full year teaching science, I feel much more confident. I’m still using his resources. We don’t have a dedicated curriculum at my school. So that’s like one thing I’ve been fighting my school on. And not that they don’t wanna get us one, but like they were focused on getting the math curriculum last year. And then I was told, okay, this year will be science because in my state, fifth grade is a tested area for science and we have no curriculum.
Eric Cross (04:04):
Ryan, keep doing what you’re doing big bro. Second, thank you to every teacher who’s had a Google Drive folder full of curriculum that you graciously shared to a new teacher or someone else that they could have.
Lauran Woolley (04:18):
Can we just say like, can schools, like schools, please get your teacher’s science curriculums.
Eric Cross (04:24):
No, absolutely right. And there is this way of thinking that, especially as a science teacher, it’s something that is dear to my heart, but we do want to develop these math and English skills that’s important and we need that for science. But we’ve always taught so siloed for so long, but that’s not the way that we learn and that’s not the way life works. Something that intrigued me about what you said, and I think a lot of people can relate to it, and I know I can because that was me, is you created your own content or your science content. Like you’re kind of piecing that together from what Ryan had shared with you. How do you make time for that with all of the other things that you’re doing and pressures of state testing and things like that. Like how do you weave that into your teaching?
Lauran Woolley (05:02):
So we have like things that are non-negotiable in our schedules. Like we have to have so many minutes of this, so many minutes of that, so many minutes of whatever else. Well, the first year, I was self-contained. I was like, okay, my main goal, because science is a tested area, I wanna make sure that I get in science every single day, 90% of the time I’m able to get anywhere from 30 to 45 minutes of science every day. But this year it was my goal to make sure that I was getting science done and like we were doing meaningful lessons. And last year I didn’t do this, but this year I’m doing a Christmas center for STEM. So I got it off of Teachers Pay Teachers. I’m sorry, I can’t remember who it was made by, but it’s called Jingle All the Way and it’s like building Santa’s new sleigh. And so like the kids have an activity where they have popsicle sticks, straws, a plastic cup and then like tape. And they have to build a new sleigh for Santa and see how many pennies their sleigh can hold. Like talk about a sleigh being lightweight but also strong and like what would make it strong and different things like that. So I’ve been trying to incorporate a lot more STEM activities. And then something I really like to use for experiment days, I call them lab days, is Gizmo. Have you heard of Gizmo?
Eric Cross (06:15):
Yeah. The simulations.
Lauran Woolley (06:16):
Yeah. My brother showed me that too and he was using it in his class. I mean there’s so many different ones that they have that align with the standards and they have like student lab sheets that go with them and teacher guides and stuff. I’ve just been trying to like up my game a little bit more this year, because last year I was like struggling to get all of the standards in before state testing came around because, can we agree, state testing should not be as early as it is? Our state test happens in like March and we have two months of school left. So like, we better be done with standards by February so we could review, because otherwise we’re kind of outta luck because we run outta time.
Eric Cross (06:59):
Yes. That and there’s all kinds of other things that state testing brings with it that we could spend a lot of time probably critiquing and talking about like as far as what’s ideal for kids and what’s the best way to measure and assess learning. That is one question I wanna ask you though, because I know with your work on TikTok and Instagram and YouTube, you must be connected to a pretty vast teacher network and maybe you have like, kinda like more of an inner circle of people, but you must come across so many different perspectives and get into great discussions. Is there <laugh>, is there anything that kind of stands out to you as far as if you were in charge of what we’re doing? Because that’s kind of the system that we all live in and we kind of are trying to internally change it, but it’s been that way for a long time and we just kind of have to work within it until we can make changes. But if you were to, I dunno from an elementary school perspective, change or modify the way kids are learning, what would you do if you had Monarch ability?
Lauran Woolley (07:54):
Okay, I got three main things I’m thinking in my head. Okay, first things first, we got Maslow’s hierarchy of needs. Okay. If kids are coming to school hungry, if they’re coming to school and don’t have, you know, fresh clothing to put on, if they’re coming to school and they have issues at home that they are dealing with, that they are not okay with, the learning is not happening. That’s secondary. They don’t, it doesn’t matter to them. It doesn’t matter to me because what’s most important is that child as a human being and whether or not they’re okay. If I had unlimited resources, I would love to be able to build like a little mini village inside a school and have like a clothing store that kids could grab stuff from. Or like a, you know how I know how school have like closets and food pantries, but like a real place they could get some new clothes, not like hand-me-down clothes, like a store they could go and grab some food if they needed food for their homes or whatever. We have like an onsite counselor but not like a school counselor, like a therapist-type counselor for like mental health. Having some kind of like health clinic, not just like a school nurse because, let’s be real, our school nurses see everything <laugh> and they do not get enough credit, but like to have like a little like urgent care clinic, like basically a small town <laugh> inside a school that like kids would have all of the resources that they need met. Like that would be my number one thing that I would love to do. I have taught in, you know, I’ve only taught in two different schools, but like I’ve seen a lot of things and the number one thing that keeps coming back is just like home lives and mental health and having someone to talk to.
Lauran Woolley (09:41):
And I think our kids don’t have enough of that. Second of all, would be obviously state testing. Because I mean, it’s good to see like where our kids are at. I don’t think it should be used punitively and I don’t think that it should be putting as much pressure on teachers and students the way that it is. It’s not effective that way at all. Let teachers do their jobs without us having to, like, ’cause honestly, who’s not gonna say that they’re not trying to set their students up to do the best on that test. Our evaluation depends on it. I’m gonna make sure my students are prepared for it. I’m gonna teach all the standards, but like, I shouldn’t have to be teaching so that they could do well on a test. I wanna make sure that they’re ready for the real world and I wanna make sure that they’re able to apply these things that I’m teaching them in their life, not on a multiple choice test. Third of all, <laugh>.
Eric Cross (10:33):
This, this is great. And I think a lot of teachers will listen and be like, “That’s what I’m talking about right there.” Keep going. You’re on three.
Lauran Woolley (10:40):
That would be two teachers in every classroom. Either two teachers in each room or like a teacher and a paraprofessional in each room, because there’s not even an argument that teachers are more effective when they have help.
Eric Cross (10:54):
I would even carry the math on further and say that it’s a force multiplier, like exponentially, that it’s not just, it’s not just like a one plus one equals two teachers. It’s almost like you can almost have like three or four just because of the energy and the synergy that can be created between the two. And you can push off of each other, encourage one another and both support different types of students. So I agree a hundred percent. I think that if you had two teachers that were in sync and planning together and talking about kids all of the time, you would be able to go deeper with students. You’d be able to find out those things that you talked about in Maslow’s because sometimes we don’t find out about it until a parent-teacher conference or kids left our classroom. I wish I would’ve known that. The student was without these things in the very beginning.
Lauran Woolley (11:41):
Absolutely. Mm-hmm.
Eric Cross (11:42):
So when do you start in the school and do we go on LinkedIn to sign up and apply or is it like a lottery system? Like, ’cause you know, I was gonna get a lot of attention.
Lauran Woolley (11:52):
I would love to Oprah Winfrey this and like build my own school <laugh>.
Eric Cross (11:56):
We gotta get those followers up. We gotta build up the sponsorships. We gotta get you up to a hundred million.
Lauran Woolley (12:01):
Listen, if all of my followers across all my platforms donated like $2, we could have $12 million to build a school. <laugh>.
Eric Cross (12:10):
Think about like, DonorsChoose, right? People do that. And I know there’s mixed feelings about it because we need stuff in our classroom. I’m just gonna say that. All right. So, whether I have to ask for it on a website or whatever, but people want to give directly to kids, or people who need it. And I think when there’s opportunities like that, that are visible, people are more likely to want to.
Lauran Woolley (12:29):
In reality, should other people have to fund education in classrooms? No. That’s literally what your taxes are for. A government-funded classroom versus a teacher-funded classroom are two different things. And we know that. But if teachers are asking for things or asking for donations on Amazon or on DonorsChoose, just know in your heart that that teacher has probably already shelled out a lot of their own cash to do that. It’s not that they’re, you know, asking for handouts or anything like that. They’re trying to give their students the best that they can and that’s the thought process behind it. And until we get changes in our education system or changes in legislature that will allow us to do that or will allow classroom budgets, I mean, our hands are tied. Like there’s only so much teachers can do. I’m very fortunate to teach in a district that sees the value in spending money on their teachers and students. And, like my school, like I said, they just shelled out thousands of dollars on a new math curriculum. They bought school supplies. Literally every teacher made their school supply list this year. And then the district went in and paid for every single student’s school supplies in the entire district.
Eric Cross (13:49):
Can we get a shout out to your district real quick?
Lauran Woolley (13:51):
Uh, yeah. I mean, shout out Leetonia schools like, I mean, you guys are awesome and I’ll shout that from the rooftops. I love where I teach. Like I really do think that they value our students and they care about our students and our admin is great. We got a new superintendent a couple years ago. He’s been doing a phenomenal job and I really love it and I’m glad I teach there.
Eric Cross (14:12):
When you move out of the classroom, you know, in any position of leadership, you do have the microscope or magnifying glass on you and a lot of times it’s critical. And not unjustifiably so, I mean, there’s a lot of things that can be critiqued. However, what we don’t always hear is the success stories or where it’s working for teachers and why. And we need leaders to be able to talk to each other and find, “Hey, it’s working in your district? Oh, I just heard, I just heard this district get shot out. I’m gonna go reach out to those people. Hey, what are you doing?” Because we connect with each other, but I think when you go like a level up, that kind of getting up the top of the mountain, the, the connection sometimes can become more difficult for people. There’s not a lot of, I don’t know, maybe there are, but admin influencers.
Lauran Woolley (14:54):
Oh yeah, there definitely are. And I’ve met some really incredible ones. I’m on a committee at my school, it’s called NNPS, it’s the National Network of Partnership Schools. It was started out of Ohio State University. Essentially it is a committee in the school that’s dedicated to bringing together the community and businesses and partnering with people to make our school as strong as it can be. We started last year and we did a bear breakfast, ’cause our mascot is a bear. And we had Christmas things and we had the choir caroling, and we had pancake breakfast for everybody and it was completely free. It was just really nice to see everybody come together. And it feels like the culture changes when people work together and come together for the betterment of the school and for the students. And I think what’s challenging is that so many people have such a negative experience from their schooling that they’re hesitant to get involved in their kids’ schooling. I urge any parents out there, any guardians out there that are, you know, in that mindset where you’re like, I didn’t like my teachers in school, or I had this, this, this and happened to me at school. Give it a chance to know that things have changed and things are changing.
Eric Cross (16:11):
I definitely agree with you about parent engagement and getting involved and sometimes parents, they just don’t know that they should. But wow, your voice is so powerful, especially at board meetings and things like that. Getting stakeholders involved, creating community, which it sounds like your school did a great job or your district did a great job of. The last question I wanna ask you, and it’s kind of going back to who your influencer was, is you now are in a position where your impact exceeds more than, you know. You’re planting so many seeds you’re sharing, and you’ll hear maybe a few, or I’m sure you’ll hear the things that kind of come back to you, but that’s only a fraction. But I wanted to ask you, like, as you think back on your career as an educator or when you were in school K through five or K through 12, is there anyone who stands out to you or who was maybe your influencer or teacher who made a big difference that was memorable? And if so, who was it and what was it about them or what did they do?
Lauran Woolley (17:01):
So I had a lot of teachers that I really had good relationships with and I loved school growing up. But one always stood out in particular, and that was my ninth grade English teacher and her name is Andrea Reid. She was the first person who really told me that I was talented at something and that I could succeed in something because she was the English teacher. She was also a coach of the speech and debate team at my high school. Just one day after school. She was like, “Hey, like you should come to speech tryouts.” So I went to tryouts, like I did it not thinking like I cared if I made it or didn’t, and then I made the team. And honestly, I feel like speech was the starting point of all of it. I competed in speech and debate for four years of high school and she was my coach.
Lauran Woolley (17:49):
I always have horrible nervousness with public speaking, even though I do it a lot. And she would always give me like the best hype speeches and the best confidence boosters. And I feel like speech started my love of acting and started my love of like, you know, comedy and stuff like that. And so therefore TikTok happened and I don’t think any of this would’ve happened had it not been for her and her opening that door for me and telling me, “Hey, you would be good at this. You should try it.” We’re still friends to this day, 15 years later, and she is like an older sister to me and I love it.
Eric Cross (18:26):
That’s amazing. Andrea Reed, that’s her name.
Lauran Woolley (18:28):
Andrea, yep.
Eric Cross (18:29):
Andrea. Andrea Reid. Ms. Reid, thank you, for inspiring Lauran and <laugh> because of your impact, now it’s impacting so many others and as teachers, like, we don’t even, we don’t know, but it’s so humbling to know that like the words that we say to people have that impact and power. It’s so, it’s, it’s so inspiring to me. One of the things that resonate with you so much is your transparency. Like in your depth. Like even as just listening to you talk, you normalize and humanize so many things that we experience and I’m sure that’s what a lot of the people that watch you connect with. You show your life, your family, your house, all these things that are happening. And I was just looking through the comments and there’s just so many people that are warmed. Not just your students, but like so many teachers. So thank you for doing what you’re doing and I wish you tremendous success. Thank you for your time.
Lauran Woolley (19:17):
No, thank you so much for having me. This was awesome. I just wish everybody a great school year and I hope that we all make it through winter break. <laugh>.
Eric Cross (19:27):
Thanks so much for listening to this season of Science Connections. I love learning about science educators just like you. You can nominate educators that inspire you to become a future guest on Science Connections by emailing STEM@amplify.com. That’s S T E M at amplifycom.wpengine.com. Make sure to click subscribe wherever you listen to podcasts and tune in for a brand new season of Science Connections coming soon.
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Lauran Woolley is a fifth grade teacher in Northeast Ohio. She has loved being able to combine her love of education and entertainment into one career. Her goal is not only to humanize educators to both families and students, but to create a safe space for her students on the internet. She has had the privilege of collaborating with educators around the world to shed a light on this amazing career. You can listen and watch the Teachers Off Duty podcast here!
Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher.
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Last Modified: February 2, 2026
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.
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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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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:
Email: privacy@amplify.comMail: Amplify Education, Inc., 55 Washington St. #800, Brooklyn, NY, 11201
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:
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.
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
BROOKLYN, NY (February 26, 2026) – Amplify, a publisher of next-generation curriculum and assessment programs, today announced that Amplify Desmos Math earned all-green scores from EdReports. This rating indicates that Amplify Desmos Math meets expectations across all gateways of EdReports’ new 2.0 Review Criteria for K–8 math curriculum, which were updated last year to reflect higher standards of educational excellence.
Amplify Desmos Math is a curiosity-driven math program that builds students’ lifelong math proficiency. Through a structured approach to problem-based learning and clear instructional guidance, teachers can cultivate collaborative classrooms where students learn to think and do math together in ways that lead to durable, grade-level understanding. Amplify Desmos Math expands on the Desmos Math 6–8 curriculum, which was featured in a 2023 efficacy study by WestEd that demonstrates increased math achievement across more than 900 schools in nine states. During the 2025–2026 school year, more than 23,000 teachers are using Amplify Desmos Math with more than 1,000,000 students.
“We’re thrilled to receive an all-green rating from EdReports for Amplify Desmos Math,” said Jason Zimba, Amplify’s chief academic officer of STEM. “We built the program to help teachers bring out student’s natural curiosity and enjoyment of math, while also ensuring rigor and automaticity. Grounded in research, this program enables teachers to cultivate classrooms with rich mathematical discussions where students develop genuine, enduring mathematical thinking and skills.”
Amplify Desmos Math is Amplify’s first product built on Amplify Classroom, Amplify’s digital ecosystem that simplifies how educators manage teaching and learning from start to finish. Amplify Classroom brings data from core curriculum, assessments, and supplemental programs into a single, accessible location, giving teachers a unified view of student progress so they can provide targeted support where it’s needed.
Amplify Desmos Math joins Amplify Core Knowledge Language Arts (CKLA), Amplify CKLA Skills, Amplify English Language Arts (ELA), and Amplify Science in earning all-green scores from EdReports, making it the fifth Amplify program to receive these ratings.
About Amplify
A pioneer in K–12 education since 2000, Amplify delivers next-generation curriculum and assessment on an intuitive, integrated platform that includes thousands of free lessons. Our high-quality programs in ELA, math, and science engage students in rigorous learning that inspires them to think deeply, creatively, and independently. Our formative assessment tools help teachers identify the instruction each student needs to build a strong foundation in reading and math. Across all programs and services, we equip educators with powerful tools to understand and respond to the needs of every learner. Today, Amplify serves more than 18 million students and teachers across all 50 states and on 6 continents worldwide. For more information, visit Amplify.com.
Media Contact: Kristine Frech; media@amplify.com
With just 57% of K–2 readers on track and year-over-year gains flattening, the latest research brief underscores the urgency of data-driven instruction
BROOKLYN, NY (February 25, 2026) – Amplify, a publisher of next-generation curriculum and assessment programs, today released a research brief on the latest K–2 middle-of-school-year literacy data. The findings make a clear case for why districts need middle-of-year early reading data: Recovery from pandemic-era learning loss has stalled, and without timely intervention, millions of students risk falling behind.
According to the latest data, 57 percent of K–2 students are on track to learn to read at the middle of the 2025–26 school year. Overall progress is slow and incremental: Year-over-year gains ranged from zero to two percentage points across grades, with kindergarteners showing the most improvement. Progress for second graders essentially leveled off between 2024–25 and 2025–26. First- and second-graders still have not recovered to where they were in 2019–20 before the pandemic.
“Middle-of-year assessments are an ideal window for schools to analyze student performance, identify any needed adjustments in instruction, and implement them in time to catch students up before the start of the next academic year,” said Susan Lambert, chief academic officer at Amplify. “Schools that have meaningful data—from a universal screener—can make more informed decisions about how to support students who are most at risk for reading difficulties.”
The research brief draws on data from more than 3 million students assessed with mCLASS® DIBELS® 8th Edition, Amplify’s teacher-administered literacy assessment suite for grades K–8. A matched set of approximately 90,000 students across 800 schools in 43 states is represented in the trend analysis.
Middle-of-year data is uniquely positioned to provide districts with insights that can help them implement instructional changes before the following school year. To accelerate early reading outcomes, Amplify recommends that districts and schools analyze data by school, grade, and classroom, and build plans that include:
Read the complete research brief.
About Amplify
A pioneer in K–12 education since 2000, Amplify delivers next-generation curriculum and assessment on an intuitive, integrated platform that includes thousands of free lessons. Our high-quality programs in ELA, math, and science engage students in rigorous learning that inspires them to think deeply, creatively, and independently. Our formative assessment tools help teachers identify the instruction each student needs to build a strong foundation in reading and math. Across all programs and services, we equip educators with powerful tools to understand and respond to the needs of every learner. Today, Amplify serves more than 18 million students and teachers across all 50 states and in 6 continents worldwide. For more information, visit Amplify.com.
Media Contact: Kristine Frech; media@amplify.com
Monday, 4pm ET
Why attend?
What if your math assessments could measure your students’ understanding with more nuance than just right or wrong?
Join us January 26, February 24, or March 23 at 4:00 p.m. ET as one of our math experts takes you through mCLASS® Math.
In this 30-minute live webinar, you’ll learn how mCLASS Math can help you:
Can’t make it live? Register anyway, and we’ll send you the on-demand recording. You can also click here to explore our full library of Amplify Desmos Math webinars to watch and share anytime.
Tuesday, 4pm ET
Why attend?
What if your math assessments could measure your students’ understanding with more nuance than just right or wrong?
Join us January 26, February 24, or March 23 at 4:00 p.m. ET as one of our math experts takes you through mCLASS® Math.
In this 30-minute live webinar, you’ll learn how mCLASS Math can help you:
Can’t make it live? Register anyway, and we’ll send you the on-demand recording. You can also click here to explore our full library of Amplify Desmos Math webinars to watch and share anytime.
Monday, 4pm ET
Why attend?
—
What if your math assessments could measure your students’ understanding with more nuance than just right or wrong?
Join us January 26, February 24, or March 23 at 4:00 p.m. ET as one of our math experts takes you through mCLASS® Math.
In this 30-minute live webinar, you’ll learn how mCLASS Math can help you:
Can’t make it live? Register anyway, and we’ll send you the on-demand recording. You can also click here to explore our full library of Amplify Desmos Math webinars to watch and share anytime.
