mCLASS®

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

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

Click here to go back to the LAUSD homepage.

A teacher helping a student use mCLASS on a tablet

Getting Started

One Amplify app for everything.

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

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Attention iOS device users:

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

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

mCLASS Instruction

How mCLASS® Instruction works

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

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

Student Online Assessments

How to enable the mCLASS Student Online Assessments Video

Online Assessments:

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

Progress Monitoring

DIBELS 8 Progress Monitoring

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

S1-05: How does coding fit in the science classroom? A conversation with Aryanna Trejo of Code.org

Podcast cover titled "Science Connections" featuring Aryanna Trejo, Season 1, Episode 5. It includes abstract illustrations of a globe and telescope, discussing coding in the science classroom.

In this episode, Eric sits down with Aryanna Trejo, a professional learning specialist of Code.org. Aryanna shares her journey from working as an elementary teacher in New York City and Los Angeles to teaching other educators at Code.org. Eric and Aryanna chat about computer literacy within the science classroom, problem-solving skills, and ways to model productive struggle for students. Aryanna also shares ways to teach coding and computer literacy in schools, no matter the classroom’s technology level. Explore more from Science Connections by visiting our main page.

Download Transcript

Aryanna Trejo (00:00):

I would hear teachers saying things like, “Well, I just can’t do coding; this is too hard for me; the time has passed.” And I would ask them, “Would you say that to your student about math or English?” And they would always sheepishly go, “No.” And I’d say, “Well, be as kind to yourself as you would be to your student.”

Eric Cross (00:19):

Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Aryanna Trejo. Aryanna is a member of the professional learning team at Code.org. Before joining Code.org, Aryanna led computer science professional development for elementary school teachers, and served as an instructional coach for new educators. She also taught fourth and fifth grade in both New York City and in Los Angeles. In this episode, we discuss Aryanna’s journey to Code.org, where she helps educators connect coding to real life, how to use a rubber duck to solve problems, and how coding and computer science principles can be taught to students in areas without access to the internet…or even a computer. I hope you enjoy my conversation with Aryanna Trejo. So I was born and raised here, and I saw that you went to UC San Diego.

Aryanna Trejo (01:11):

I did, I did. I actually just put a deposit down on an apartment in University Heights, ’cause I’m moving back.

Eric Cross (01:16):

You’re coming back?

Aryanna Trejo (01:17):

I’m coming back. Yeah.

Eric Cross (01:19):

So if you need a classroom to visit….

Aryanna Trejo (01:21):

I would love to do more classroom observations!

Eric Cross (01:24):

Are we doing this? Let’s do—we’re making this happen.

Aryanna Trejo (01:26):

We are. Yeah. So I’ll be there. I’m moving there in April. I actually grew up in Orange County too, so I’m like a very diehard SoCal person.

Eric Cross (01:35):

So I feel like I know the answer to, hopefully—Tupac or Biggie? ‘Cause you’re on the East Coast, and you’re on the West Coast.

Aryanna Trejo (01:40):

Yeah. I like Tupac, but I have more Biggie songs committed to memory. Which is not a lot. I have “Juicy” and “Hypnotized” memorized.

Eric Cross (01:53):

All right. So you’re just memorizing, and you have the Biggie songs memorized, but not the Tupac ones.

Aryanna Trejo (01:58):

No, but I do love Tupac songs. You know, it’s like, Biggie has the flow, but Tupac has the lyrics. Nobody’s—they both have something really amazing about them.

Eric Cross (02:06):

You know, I can respect that you broke it down into both of their strengths.

Aryanna Trejo (02:11):

Thanks for buttering me up before this interview. And not….

Eric Cross (02:15):

<laugh> Oh, we already started.

Aryanna Trejo (02:16):

Huh? We already started?

Eric Cross (02:17):

We’re already started. Yeah. We’re already into this.

Aryanna Trejo (02:19):

We’re into it.

Eric Cross (02:21):

You were in the classroom, fourth and fifth grade, and you were doing TFA.

Aryanna Trejo (02:26):

I did. I did Teach For America. I was 2012, New York City Corps. Right after graduation. ‘Cause I graduated UC San Diego in 2012. So graduation was on June 17th, and I touched down at JFK on June 19th.

Eric Cross (02:40):

Even though I wasn’t in TFA, I know a lot of the fellows that are in it. And there’s just some phenomenal teachers in there. How long were you doing elementary school when you were teaching?

Aryanna Trejo (02:49):

Yeah, I taught for—well, I did, three years of teaching fourth grade. Then there happened to be an instructional coach opening in my fourth year. I took that, did some instructional coaching within the same network, and then I moved back to LA and I taught fifth grade for a year.

Eric Cross (03:11):

  1. And what was it like now? Did you go to Code.org right after the classroom?

Aryanna Trejo (03:17):

No, I didn’t. No. I transitioned after teaching fifth grade for a year in downtown Los Angeles, in the Pico-Union neighborhood. I ended up getting this email out of the blue from someone who had actually found me through the Teach for America job site. ‘Cause I was hitting the pavement; I was really looking to transition out of the classroom. And she invited me to interview with this company called 9 Dots. And they taught computer science to kids K–6 throughout Los Angeles and Compton. And I was like, “Sure, no problem. Let’s do it.” So I interviewed, I got the job, and yeah, that’s how I transitioned to 9 Dots. And then after almost four years there, I transitioned to Code.org, with the same person. Actually, she moved over to Code.org first, and then she helped me get this job.

Eric Cross (04:07):

Oh, that’s happened a lot—like, that relationship kinda carries over.

Aryanna Trejo (04:11):

Yeah. We’re meant to be coworkers.

Eric Cross (04:13):

Yeah. Are you still? Is she still there? Are you both still together?

Aryanna Trejo (04:17):

Yeah, we’re on the same team and it’s nice. I saw her last night for Happy Hour, with another coworker who’s in LA. So we’re tight. And she’s a wonderful, wonderful mentor to me.

Eric Cross (04:28):

That’s great. Did you have computer-science background, when you were doing elementary school teaching? Did you have—

Aryanna Trejo (04:34):

No. <laugh> Not at all. When I was teaching in New York City, I had like four desktop computers in my classroom, and we rarely used them. Which was such a shame. And then when I moved to Los Angeles and taught fifth grade there, we were a one-to-one school, and the joys of that are just amazing. It was just really wonderful to, you know, get the students used to typing on the computer, using different software to submit their assignments. Getting creative—as creative as you can get—with Google Slides. You know, to show off what they know. And stuff like that. That’s all I had, though. And you know, when I transitioned to 9 Dots I was like, “Sure, why not? Let’s give a shot.” And I learned a lot. It was really interesting, yeah.

Eric Cross (05:26):

And so now at Code.org you are…well, so my journey with Code.org, I’ve been in the classroom for eight years. Still in the classroom as of…an hour ago, I was there. <Laugh> And I use Code.org, and I feel like I’ve checked it periodically, and I feel like it’s evolved over the gaps. And I’ve seen it. It’s become more robust in the things that they offer, over the years I’ve been an educator. Just to kind of…could you give a thumbnail sketch? Like, what is Code.org? Who’s it for? Who’s the target audience? What resources are there?

Aryanna Trejo (06:00):

Yeah. So it’s for everyone. It is a nonprofit that provides curriculum and training and a platform for teachers and students. We provide curriculum for K through 12. It’s completely free. And it comes with lesson plans, slideshows, all that. We focus specifically on underrepresented groups. So we have targeted measures for Black students, for Native American students, for students who identify as female. That’s a huge part of our mission. But we’re really working to expand access to computer science to as many students as we can.

Eric Cross (06:41):

One of the things I’m hearing in your story is you were teaching in Compton; you were in Bronx, New York. One of the reasons why I got into the classroom is because of educators, and the impact they made on me in exposing me to science and technologies I’d never had access to. And that intentionality, that you’re going about it…are there…not just the code, but how you bring that across to different groups…are there strategies, or are there ways to connect this idea of coding to diverse groups and diverse audiences? Or is it kind of, the curriculum applies for everyone? ‘Cause in science, when I’m teaching, I’m always trying to make what I’m doing relevant to the backgrounds of my students.

Aryanna Trejo (07:28):

Sure.

Eric Cross (07:28):

So I’m teaching biology, and I’m trying to make this kind of connection. Sometimes it’s more organic; sometimes it feels kind of forced. Because it’s just not always a nice fit. But it sounds like Code.org is really about inclusion. And in the numbers that I’ve seen for representation, in especially computer science software engineers, the groups that you’re focusing on are not necessarily represented in the professional workforce. At least disproportionately.

Aryanna Trejo (07:54):

Yeah, absolutely. Yeah, that’s correct.

Eric Cross (07:57):

And so how do you go about being intentional about reaching groups that we don’t see in, you know, the Silicon Valley software engineers? How do you start that? Like, at a young age, do you look for specific schools in specific areas to say, “We are going to bring this to the school. We’re going out to these populations of the cities”? Because we’re just not seeing…you know, on the map, we’re not seeing anybody really doing anything with coding here. Or we’re not seeing the numbers come out of these areas, out of these cities, of students who are going into STEM or going into computer science fields.

Aryanna Trejo (08:41):

Yeah. I don’t necessarily work on the recruitment side of it, is the issue, in my position. But I do work on the professional learning, that is brought out to teachers. And we have a huge focus on equity throughout the workshops that we create from K–12. It’s something we’re really passionate about. We definitely aim to prepare teachers to teach computer science. That’s a huge part of it. Knowing the content, but also thinking through, “What does recruitment look like at your school to make sure that the demographics of your classroom match the demographics of your entire school?” Also, thinking through, “How can we make sure that female students feel included in your classroom? How can we make sure that we are, giving students creativity to think about, or we are setting students up to be creative and think about the problems that are in their community, and how they can use computer science to solve them, or at least work towards them?”

Eric Cross (09:39):

So solving real-world problems and that inclusion aspect…are there things like…you were saying “female or students who identify as female”…are there things that teachers can do to ensure that they’re being more inclusive? Or to recruit, or encourage more female students to take part? One of the things I was thinking of, that I’ve seen, is I’ve seen coding kind of camps.

Aryanna Trejo (10:06):

Sure.

Eric Cross (10:08):

That were specifically for a female audience. And that seemed to help with recruitment. Is that something that you see on your side?

Aryanna Trejo (10:16):

That’s not something that we set up, no. But the curriculum that I work with is CS Principles. And it’s offered as an Advanced Placement course, as well as an AP class. So that’s a curriculum that’s designed for students who are in grades 10 through 12. And so at that point, we can really talk to teachers and ask them what the recruitment strategy is. But in terms of strategies that teachers can use to recruit those students…I mean, I’ve heard over and over from lots of different teachers who identify as female that they didn’t think that computer science was for them, until they saw a role model in that position. And so just being a role model for those students is really wonderful.

Eric Cross (11:00):

And I see it too, with—like, we do “Draw a Scientist” activity, which is like a popular science thing—

Aryanna Trejo (11:05):

Sure, yeah, I’m familiar.

Eric Cross (11:05):

But it’s the same thing, right? Like, it fleshes out. My students don’t draw themselves as scientists. They draw what they perceive, based on what television says. I imagine with computer science, it’s probably really similar, when you think about “What’s a software engineer look like?” Do students tend to draw themselves? Or is it even a mystery? Because I don’t even know what a software engineer looks like.

Aryanna Trejo (11:28):

Yeah, absolutely. Well, one of the things we love to do with our professional learning workshops is talk about understanding yourself, your identities, how they show up in the classroom as biases. And, you know, things like stereotype threat. We see that as really important to understand, and think through, and consider, before you step into the classroom. So that you’re not, you know, coddling certain groups of students because you don’t believe that they are able to be successful in computer science. Holding all the students to the same expectations and believing that they can succeed. And computer science, I think a lot of the times people have this conception of it being this utopian, bias-less, technocratic field. When in reality, everything has bias. And people talk about algorithmic bias and facial recognition, but also the people who created computers and computer languages have their own bias that comes through. And I think it’s really important to show students that. So that they can, one, know what they’re working with, and two, make sure that they can create products that reduce that bias.

Eric Cross (12:50):

It’s like…it’s not objective, just because we’re creating software. Like, once it gets to a point of being so sophisticated…I think, like, AI software, right? With facial recognition? And we’re seeing more and more articles come out about, you know, predicting trends based on historical data.

Aryanna Trejo (13:12):

Sure.

Eric Cross (13:13):

But then, the trends and things that they’re seeing tend to target things that have happened in the past. But it also doesn’t take into consideration a lot of other factors that can lead to certain groups or populations being identified. And I’ve seen some articles lately about how your code is really just representation of what you put into it. And like you just said, your bias—if you have that, conscious or unconscious—you’re gonna put that into your code. And the input is gonna be an impact, is gonna impact the output.

Aryanna Trejo (13:44):

Yeah, absolutely. Or even just—and I’m ashamed to say this, ’cause this is an idea that came to me just recently, through an article that I read—but computers themselves have bias. The hardware assumes that you have vision, that you can see the screen, that you are able-bodied, that you can use your hands to work the keyboard, the mouse, et cetera, and that you don’t have to use assistive technology. You know, there are small things like that, where we think that technology, like I said, is this utopian, futuristic science…but there are biases throughout.

Eric Cross (14:19):

You’re absolutely right. I’ve never even—I’ve never even considered that. Even though I do use assistive tech, and figure it out, I’ve never thought from the ground up, the process is built for an able-bodied, sighted, hearing person.

Aryanna Trejo (14:31):

Exactly.

Eric Cross (14:32):

To be able to engage with the hardware. And then these other things, these tertiary things that we kind of add on, so that you can do this, but it’s not designed from the ground up for people who are, you know, different audiences, physically. So I’m glad you brought that up, though. Now I’ve seen—and I haven’t done this—but I know Hour of Code is a big thing. And this is something that’s ongoing. Can you talk a little bit about what Hour of Code is? I know it’s, it’s a big thing for the classroom teachers.

Aryanna Trejo (15:08):

Yeah. So Hour of Code is really exciting, and it’s just blossomed from something small to something tremendous. This year is gonna be the 10th Hour of Code. So what it is, is it happens during CS Education Week in December, during Grace Hopper’s—or to honor Grace Hopper’s birthday. She was a computer scientist and Navy Admiral. And basically the aim of it is to get as many students on the computer doing an hour of code, and demystify what coding is. You know, to do seed-planting. To show teachers that this is something that you can facilitate for your students. And also to show students like, “Hey, computer science is something you can absolutely do. Not just for an hour, but more if you want.” So, yeah. Now it’s worldwide, and it’s really exciting.

Eric Cross (15:58):

That’s awesome. And I think about teachers and I still hear the apologetic—when I’m helping teachers in the classroom with education technology—the self-deprecating “I’m a dinosaur; I’m not good with tech,” which is never true. Like, they’re better than they even realize. And I feel like sometimes there’s still a stigma, too. It’s like <laugh> The Simpsons’ Comic Book Store Guy. The condescending tech support person—

Aryanna Trejo (16:27):

Sure.

Eric Cross (16:28):

—who has that tone. And so I feel like some people have been so negatively impacted by that person. So I know when I’m helping people, I actually try to go full-spectrum the other side. But I’m thinking about teachers’ barrier to entry. Sometimes code is like, “Whoa.” And I don’t teach computer science. Do you see those barriers to entry, or at least the perception of them? And then, what’s the reality for like someone listening, and going, “I’m a fourth grade teacher,” or “I’m a humanities teacher in ninth grade.” What’s the perception that you see, versus reality, with the teachers that you train? Is it much more accessible than we think? Or is there a level of sophistication that you have to have coming into it?

Aryanna Trejo (17:10):

No, not at all. I know computer science, and that says a lot! <Laugh> You know, I know my own corner of computer science. And you know, that’s me being self-deprecating, too. But I think learning computer science has helped me in so many different ways that I wasn’t expecting. I recently took the GRE in hopes of, you know, getting back into grad school. And I think just the way that computer science teaches you to search for bugs in your code, or errors, and kind of tirelessly look at a problem from multiple different angles, I was able to carry that into the math that I was doing. And I noticed just a huge difference in the way that I approached it, and the way that I was open to it. But you asked a great question, in regards to the barriers to technology. In my position at 9 Dots, I was working directly with teachers to lead professional development with them. Sometimes it would be a full day; sometimes it would be an hour after school. And the one thing that I always had in my back pocket that was really useful is that I would hear teachers saying things like, “Well, I just can’t do coding; this is too hard for me; the time has passed.” And I would ask them, “Would you say that to your student about math or English?” And they would always sheepishly go, “No.” And I’d say, “Well, be as kind to yourself as you would be to your student.” You know, it takes some patience and nobody’s gonna get it perfect 100 percent of the time. Have I banged my head against the wall trying to solve one tiny little syntax error in my code? Absolutely! But it feels absolutely phenomenal to fix that. And I was an English major in undergrad, and I had never done computer science before. So it’s something that becomes really satisfying.

Eric Cross (19:07):

Yeah, I imagine. I had someone—a trainer or a presenter—one time bring up the fact that our students rarely get to see us learn in real time.

Aryanna Trejo (19:19):

Yeah.

Eric Cross (19:19):

So we don’t get to ever really model failure. I mean, unless we’re in a classroom situation <laughs> in our failures, with classroom management. Then they see it, they see it! But they don’t get to see us model learning failure. And I don’t mean like failure—and yes, I know, “first attempt is learning,” and “no such thing as failure”—that’s not what I’m talking about. But just when we’re not successful with our code, and then we experience real-time frustration.

Aryanna Trejo (19:42):

Yep.

Eric Cross (19:42):

And they said that is actually a great learning experience for your students to watch you go through productive struggle. And that was really liberating for me. Because now I’m in the classroom, and I’m trying to go through it with my students, and the beautiful thing was, they started helping me. We were all trying to solve the problem. And then we had this authentic problem-solving experience. I think it was like a Scratch program, where we were trying to solve, trying to embed it somewhere, or something. And then, in the background of the class: “Mr. Cross! I got it! I figured it out!” And it was this really neat bonding experience. And I felt that—your ears get red, and you get hot, ’cause you’re not—

Aryanna Trejo (20:19):

Oh yeah.

Eric Cross (20:20):

You don’t know it! And you’re in front of 36 kids! And I said, “OK, I need to tell them how I feel.”

Aryanna Trejo (20:25):

Yeah.

Eric Cross (20:26):

So I said, “Now I feel really frustrated.” Like, “I want to go through this, and here’s my thoughts.” ‘Cause I knew that it would be helpful if they saw and would hear my thoughts. So I just did a quick think-aloud and I said, “In my head, <laugh> I want to just quit,” I said, “But I realize that this is the part where my learning’s happening. So I just want you all to hear what’s going on in my brain.” And now I feel like when I’m doing coding with my students, and it’s just basic coding, I feel much more comfortable, like, not knowing. But I needed someone to release me from that “I have to be the expert in everything” to do it.

Aryanna Trejo (21:06):

And teachers are used to being the experts. Right? And they should be. And coding is just such a different landscape. But I think once you kind of give over to the power of tinkering, I think it’s really gratifying. I love being able to…you can revise a sentence, and then read your paragraph back to yourself in English, and say, “OK, I get it.” But there’s something so gratifying about changing a line of code or a block and then being able to hit play and watch your program come to life, and say, “Hmm, that’s not quite what I wanted. Let’s try something different.”

Eric Cross (21:39):

I love your connection to tinkering. ‘Cause—I had never thought about it—’cause I love tinkering with my hands. But I always think about physical things. But coding is exactly that. It’s tinkering.

Aryanna Trejo (21:47):

It’s exactly that.

Eric Cross (21:47):

That’s exactly what it is.

Aryanna Trejo (21:49):

And a lot of it is, for me, especially when I’m trying something new, it’s guess-and-check. It’s like, “OK, that didn’t work. What if I add a semicolon here? Will it finally work? Or what if I add a ‘for’ loop? Will this get me what I want?” And it’s wonderful because you have that with students as well. Like, you have that record of their thinking, and you can ask them to go step-by-step and tell you, you know, “First, I added this, because I wanted the program to do this,” and so on and so forth. And so you have that record, but you can always get rid of it. Students often wanna get completely get rid of it. That’s something that I’ve noticed a lot as I’ve taught computer science. But, once you can get them to target the specific parts of the program, tinker with that, and continue, that’s a really wonderful learning space. There was also something you said about modeling failure. I love the fact that in computer science you can model failure for your students. You said to your students, “I’m getting frustrated.” I love that, because I never got that in math. Nobody ever showed me what it was like to be frustrated with graphing a parabola. Right? Like, my math teachers were always like, “Doot, doot, doot, here you go, you’re done!” <Laugh> And I would get so frustrated, because it didn’t come that easily to me. And I think there’s two parts to that. So there’s modeling the learning and the thinking and the productive struggle, but also there’s the identity of being a computer scientist and modeling what that looks like. So for me, when I get really frustrated with a program, I walk away. I take five minutes. I take a deep breath. I say, “I’m not gonna think about it in these five minutes.” And I come back to it. And I think once you start teaching computer science, you can facilitate that for students. And there’s so many different strategies that they can pick up. They can pick up rubber ducking, which is where they pick up a rubber duck or a similar object, and they talk to it as if they were a partner and talk through their code. And oftentimes, as you’re rubber ducking, you’re gonna find that error, because you’re explaining it to someone who’s a stand-in for a novice. And rubber ducking is a well-known strategy for computer scientists who make it their career. You know, there’s pair programming. Some students love pair programming; some students hate it. But the students start to build this identity about how they problem-solve. And how they approach failure. And I just love that.

Eric Cross (24:31):

I’m writing this down. Because the rubber-ducking strategy, I love. I just imagine my seventh graders, a bunch of 13-year-olds with, like, rubber on the desk. And not necessarily in coding, but I was thinking in my science class. And they’re working through a challenge, and they’re all looking at this duck, and they’re talking to it. But I just love the the idea of externalizing your thought process and talking through it yourself so that you can hopefully arrive at a conclusion. But it’s such a great practice, and this is something that’s been around for a long time, apparently. So.

Aryanna Trejo (24:59):

Yeah. Yeah. It’s a real thing. And you know, you can go low-fi. It doesn’t have to be a rubber duck. You can have students talk to their pencils or their imaginary friends. That’s not the issue; the issue is, you know, talking to somebody.

Eric Cross (25:10):

I know you support teachers. But I just wanted to…I was just curious about your typical day, what that’s like. And then what you do, how you support ’em.

Aryanna Trejo (25:15):

So, at my previous job at 9 Dots, I was in there with the teachers in the classrooms. I was coaching our internal staff who went out to co-teach with teachers. And I loved that. And I had such a great impact on a local scale. But now at Code.org, I have a much broader impact. But I don’t get to interface with—that’s such a tech-y word!—I don’t get to interact with—

Eric Cross (25:42):

You work at Code.org! You get to—

Aryanna Trejo (25:42):

I know! But I’m a teacher at heart, forever, right? That’s my identity that I forged when I was 22 years old. And a typical day looks like opening up my computer, taking a look at my calendar. I often have meetings to talk about, different things that we’re doing to support our facilitators who go out to our teachers and lead their workshops for them. I recently worked on a product that was designed for CS principles, teachers, to onboard to the course if they weren’t able to get into an in-person workshop. And it’s completely self-paced, so it gives teachers an on-ramp into the course. And now I’m working on some in-person workshop agendas. So I feel really wonderful that my work is going out to thousands of teachers. But at the same time, I really, really miss talking to teachers. Because that’s something that energizes me so much.

Eric Cross (26:46):

When should students start learning computer science? I feel like we see it in this kind of narrow lane. Like, this is computer science if you make an app. Can it be more than that? As far as like the benefit of computer science? And—I guess two-part question—when should students, one, start being exposed to it? And then two, what are some of the benefits beyond just, “I wanna just make an app”?

Aryanna Trejo (27:08):

I taught coding to kindergartners. It can start as early as you as you want it to. And it doesn’t necessarily need to be on the computer. A lot of students that I worked with didn’t have computers at home, were interacting with computers for the first time. And that’s a huge barrier, of course, to a lot of teachers. But there are so many unplugged lessons that you can do to start to start to have students think about algorithms, which is just a series of steps to complete to solve a problem. As long as a student can use a computer, I think they can do computer science. There are products out there like codeSpark, where students—and Code.org has these products too—where students are moving an avatar around a board, kind of like a quadrant to…you know, they feed the directions to a computer and then the computer enacts it for them. And with that, they can learn algorithms. You know, that is computer science. And a lot of people don’t see it that way, but it really is. And it starts to set students up for more complex thinking as they move on.

Eric Cross (28:13):

One of the biggest underserved communities, geographically, are students in rural areas.

Aryanna Trejo (28:20):

Yep.

Eric Cross (28:21):

They can be reservations; they can be places just not an urban area. Is there a way to serve our communities of students and bring these skills in an unplugged way?

Aryanna Trejo (28:32):

Yeah. Yeah. If you typed in “unplugged computer science lessons” to Google, you’ll have a ton of hits. And there are so many students out there—not just in rural areas. But there’s incarcerated students. It hurts my heart to even say those words, but in urban areas too. Like in my classroom, where I only had four desktop computers. Access is a real struggle. And there’s things, like I said, instead of moving an avatar around a grid on the computer, I used to have an actual mat that I would take out to my kindergarten classrooms, lay it out, and it would have a grid on it. And we’d have one of the students act as the avatar and the rest of the students would give them directions to get to a different point on the grid. And there, you’re building an algorithm or just a series of steps. Like I said, it’s not some fancy term to solve a problem. And there’s multiple ways to solve that problem, too. And I think investigating that can be a really good way to stretch those lessons.

Eric Cross (29:32):

It almost sounds like an oxymoron, but this low-tech computer science strategy. Develop these skills and then transfer that once you have access to the tools.

Aryanna Trejo (29:39):

Yeah. Yeah. Absolutely. And I think it’s a good way for students who need kinesthetic means to start to understand something, or just different learning styles, to start transferring that over.

Eric Cross (29:53):

I probably have students in the classroom where those kinesthetic moving things would help be a great way—or WILL be a great way—for them to learn the principles and the fundamentals of coding. Instead of only giving the option to just do the computer, actually giving them some choice. Or giving them a way to be able to manipulate things. We’re still in the system of education that’s still very siloed. It’s been the same way for a hundred years. We got math and then we got science and we got English. I’m wondering, how can a teacher fit this into their daily lessons? And then, do you have any experiences or stories or things that you’ve seen, just really creative ways that you’ve seen teachers incorporate this? Outside the norm of, “This is a computer science class; we’re just gonna code.” But have you seen it branch out? In the trainings that you’ve done?

Aryanna Trejo (30:40):

I’ve seen examples of that. I’ve seen a teacher use Scratch to demonstrate different climates of California, and show the different climates. This past year for Hour of Code, my friend Amy—the one who helped me move to 9 Dots and at Code.org—she created this incredible tutorial called Poetry Bot. And it was a way to get students to match the mood of the poem to some of the elements that were happening in the stage. So they would have different backgrounds show up at different parts of the poem. When the words would show up, they would have different sprites show up. They would have, sometimes, sounds. Or the text would show up with different animations. So there are cross-curricular opportunities everywhere, if you can be creative enough to find them, or if you beg, borrow, steal from other educators who are doing this incredible work out there.

Eric Cross (31:36):

Yeah. I say this all the time, but I’m an educational DJ, not an MC.

Aryanna Trejo (31:44):

Oh yeah.

Eric Cross (31:45):

So MCs write their lyrics and DJs remix with things that other people have done.

Aryanna Trejo (31:48):

Absolutely.

Eric Cross (31:48):

I was like, I’m a DJ. I was like, all day. Sometimes I’ll write a lyric, once or twice, but most of the time I’m remixing things. So teachers, if you’ve been out there and you got an awesome interdisciplinary thing, or you’ve incorporated coding and it’s something that’s traditionally not seen, please send it to us. Share it with us.

Aryanna Trejo (32:03):

Yeah. And there are so many different places where you can find that. We have a forum for Code.org, but there’s also CSTA, the Computer Science Teachers Association. You can join your local chapter and get to know other computer science teachers out there.

Eric Cross (32:19):

I guess…to wrap up, I’ve been using Scratch programming, the MIT website. My students do the basic animated name, CS First, stuff. But over the years, I’ve noticed that my students are coming in with a higher level of sophistication in Scratch to where now the differentiation…some of my students are just doing very basic…and then I have other students who’ve created full-on video games with complex…like, you look at their Scratch page and it’s just an amazing amount of blocks and integrations and things that they have. Is there anything on Code.org that could be a next step? That takes them beyond, maybe like the visuals? And if so, what would be a good next step, to take students to advance them to another platform? There’s so many coding languages out there, I feel like. Or I might not even be thinking about that the right way.

Aryanna Trejo (33:20):

No, I think you are. You know, we have three different curricula out on our website right now. We have CS Fundamentals, which is probably more in line with what you’re talking about. We have a free CS Discoveries curriculum, and that is designed for, grades, I believe, 6 through 10. And that would be a really good entry point, for both teachers and for students.

Eric Cross (33:44):

There’s a lot of new stuff that I hadn’t seen yet, a few years ago.

Aryanna Trejo (33:49):

Yeah.

Eric Cross (33:49):

So I was really excited.

Aryanna Trejo (33:50):

One thing that I do know is that CS Discovery has just added an artificial intelligence slash machine-learning unit, that you can just pick up and give to your students. You don’t have to go in order with CS Discoveries, like you do with CS Principles. And I’ve gone through some of those lessons. They are really rad. And I would’ve loved to have learned that when I was in middle school or high school. So yeah, we’re constantly thinking of how we can make things one, relevant to our students, and two relevant to what’s going on in the world.

Eric Cross (34:20):

So would I be overselling it if I said, “If you go through this, you’ll be able to create an AI or a neural net to do all your homework”?

Aryanna Trejo (34:26):

You would be overselling it.

Eric Cross (34:27):

I would be? OK. So what I’ll do is, I’ll wait until the end of the school year, and then introduce it, and then by the time they’ve realized it’s not true, they’ll be eighth graders.

Aryanna Trejo (34:35):

There you go. Good old bait-and-switch.

Eric Cross (34:37):

You’re amazing. Thank you for serving teachers, and for being part of such a great organization that puts out great stuff. So much free curricula for teachers to be able to use. Especially nowadays we hunt and scour the internet for those types of things. And to be able to bring computer literacy into the classroom, and with your focus of serving communities of underrepresented groups, it feels good to know that not only is it high-quality material, but it’s also trying to raise everyone up. Because ultimately when we have more people trying to solve a common problem, we come up with better solutions. And I was talking to somebody who was a materials engineer somewhere in Europe, and he said one of the things about the U.S., As he was critiquing me on this flight, critiquing the U.S., He said, “One of the things about your country is that you have a heterogeneous group of people who, in a group, when you have multiple perspectives attacking a problem, you come up with more novel solutions.” He says, “That’s one of the great things, is that there’s not necessarily just a hive mind.” And I think that that’s one of the great things. We uplift different communities, and we uplift women, people of color, people who, have backgrounds that parents didn’t go to college but have these amazing qualities and strengths. And we put everybody focusing on the same issue. We come up with novel solutions that we wouldn’t have come up with if only select groups were trying to look at it and solve it. And so—.

Aryanna Trejo (36:22):

Yeah.

Eric Cross (36:23):

And we couldn’t do that without organizations like yours, that help empower teachers. So.

Aryanna Trejo (36:27):

Yeah! You really said it.

Eric Cross (36:29):

You’re coming to my classroom when you’re back in San Diego?

Aryanna Trejo (36:31):

Yeah! I totally will. Yeah. Let’s make it happen.

Eric Cross (36:34):

Last question. If you think back in your schooling, your own schooling, K through college, is there a person or a teacher that had a big impact on you? Or a learning experience that had an impact on you? And it could be, you know, positive or negative. But something that impacted you, even to this day, that stands out to you, that you remember?

Aryanna Trejo (36:56):

This is a big diversion from the topics that we’re talking about. But in grades 10 through 12, my drama teacher, Mr. Byler, who I still talk with, was such a huge impression on me. Really wonderful. And I couldn’t tell you the teaching moves that he did that were wonderful. I don’t know much about his management. But I can tell you that he gave me space to be confident, and grow into myself, through drama productions. They were high school productions, so they weren’t amazing. But I just really came into myself in high school, because I had the confidence to get on stage. And he was just such a wonderful mentor to all of us. So, props to Mr. Byler.

Eric Cross (37:39):

Shout out to Mr. Byler for creating space for Aryanna to fly! Thanks for making time, after your workday, to talk with us and to share Code.org with teachers.

Aryanna Trejo (37:54):

Of course. Happy to.

Eric Cross (37:59):

Thanks so much for joining me and Aryanna today. We want to hear more about you. If you have any great lessons or ways to keep student engagement high, please email us at stem@amplify.com. Make sure to click subscribe wherever you listen to podcasts. And join our brand new Facebook group, Science Connections: The Community for some extra content.

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What Aryanna Trejo says about science

“I would hear teachers saying things like, ‘Well I just can’t do coding, it’s just too hard for me.’ And I would ask them…Would you say that to your student about math or English? Be as kind to yourself as you would be to your student.”

– Aryanna Trejo

Professional Learning Specialist, Code.org

Meet the guest

Aryanna is a member of the Code.org Professional Learning Team. Before joining Code.org, Aryanna led computer science professional development for K-6 teachers and served as an instructional coach for new educators. She also taught fourth and fifth grade in New York City and Los Angeles. In her spare time, Aryanna loves taking advantage of the California sunshine, creating wheel-thrown pottery, and hanging out with her dog Lola.

Person with curly hair smiling, standing in front of a brick wall. Circular frame with decorative star in the corner.

About Science Connections

Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. Listen here!

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The Site may make available, or third parties may provide, links to other websites, applications, resources, advertisements, Content or other products or services created, hosted or made available by third parties (“Third Party Services”), and such third party may use other third parties to provide portions of the Third Party Service to you, such as technology, development or payment services. When you access or use a Third Party Service, you are interacting with the applicable third party, not with Company, and you do so at your own risk. Company is not responsible for and makes no warranties, express or implied, as to the Third Party Services or the providers of such Third Party Services (including the accuracy or completeness of the information provided by such Third Party Service or the privacy practices of any third party). Inclusion of any Third Party Service or a link thereto on the Site does not imply approval or endorsement of such Third Party Service. Company is not responsible or liable for the content or practices of any Third Party Service or third party, even if such Third Party Service links to or is linked by the Site, and even if such Third Party Service is operated by an affiliate of Company or a company otherwise connected with us or the Site

Feedback

Unless we expressly agree otherwise in writing, if you provide us with any ideas, proposals, suggestions or materials (“Feedback”), whether related to the Site or otherwise, you hereby acknowledge and agree that (a) your provision of any Input is gratuitous, unsolicited and without restriction and does not place Company under any fiduciary or other obligation; and (b) any Feedback is not confidential and Company has no confidentiality obligations with respect to such Feedback.. You hereby grant to us a world-wide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable and fully sublicensable (through multiple tiers) license, without additional consideration to you or any third party, to reproduce, distribute, perform and display (publicly or otherwise), adapt, modify and otherwise use and exploit such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license. We may use Feedback for any purpose whatsoever without permission or notice, compensation or attribution to you or any third party. You are and remain responsible and liable for the content of any Feedback.

Privacy

Please review the Privacy Policy for the Site, available at http://www.amplify.com/privacy, to learn about our information collection, usage and disclosures practices with respect to information collected by us through the Site. Please note that certain products or services made available by us, other than the Site, may be subject to different privacy policies. In addition, the Site’s Privacy Policy does not address, and we are not responsible or liable for, the information collection, usage and disclosures practices of any third party or Third Party Service.

Disclaimers

THE SITE, USER CONTENT, THIRD PARTY SERVICES, AND ALL PRODUCTS AND SERVICES SOLD THROUGH THE SITE (COLLECTIVELY, THE “SITE PRODUCTS”) ARE MADE AVAILABLE “AS-IS” AND “AS AVAILABLE” AND COMPANY DOES NOT GUARANTEE OR PROMISE ANY SPECIFIC RESULTS FROM USE OF THE SITE PRODUCTS. COMPANY AND ITS AFFILIATES EXPRESSLY DISCLAIM ANY WARRANTIES AND CONDITIONS OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. IN PARTICULAR, COMPANY AND ITS AFFILIATES MAKE NO WARRANTY THAT THE SITE OR USER CONTENT OR THIRD PARTY SERVICES, OR YOUR ACCESS TO OR USE THEREOF, WILL BE UNINTERRUPTED, TIMELY, SECURE, ERROR-FREE, ACCURATE OR RELIABLE. UNDER NO CIRCUMSTANCES SHALL WE BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE SITE PRODUCTS THAT VIOLATES ANY APPLICABLE LAW OR REGULATION. CERTAIN STATE LAWS DO NOT ALLOW LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OR LIMITATION OF CERTAIN DAMAGES. IF THESE LAWS APPLY TO YOU, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS, OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MIGHT HAVE ADDITIONAL RIGHTS.

Under no circumstances will Company or its affiliates be responsible for any loss or damage, including property damage, personal injury or death, resulting from use of the Site, Products, problems or technical malfunction in connection with use of the Site, Products, attendance at any Company event or the conduct of any Site users, whether online or offline. Your use of the Site, Products is solely your responsibility and at your own risk. The User Content and Third Party Services do not necessarily reflect the opinions or policies of Company or its affiliates.

Limitations on liability

IN NO EVENT WILL COMPANY OR ITS AFFILIATES BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, CONSEQUENTIAL, EXEMPLARY, INCIDENTAL, SPECIAL OR PUNITIVE DAMAGES, INCLUDING LOST PROFIT DAMAGES, ARISING FROM YOUR USE OF THE SITE PRODUCTS, EVEN IF COMPANY OR ONE OF ITS AFFILIATES HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NOTWITHSTANDING ANYTHING TO THE CONTRARY CONTAINED HEREIN, THE TOTAL LIABILITY OF COMPANY AND ITS AFFILIATES TO YOU FOR ANY CAUSE WHATSOEVER AND REGARDLESS OF THE FORM OF THE ACTION, WILL AT ALL TIMES BE LIMITED TO THE AMOUNT PAID, IF ANY, BY YOU TO COMPANY FOR THE SITE PRODUCTS.

Indemnity

You agree to indemnify and hold harmless Company, its affiliates, subcontractors and other partners, and each of their respective officers, agents, partners and employees, from any losses, costs, expenses (including reasonable attorneys’ fees), liabilities, claims or demands, due to or arising out of your use of the Site, your breach or alleged breach of this Agreement, your violation or alleged violation of any rights of another, or any Content that you post or otherwise submit on, through or in connection with the Site.

Termination

This Agreement remains in full force and effect while you access or use the Site. If you create an Account, you may terminate your Account at any time, for any reason, by contacting us at general@amplify.com. Company may terminate or suspend your Account and/or your access to or use of the Site at any time, for any or no reason, with or without prior notice or explanation, and without liability. Upon any such suspension or termination, your right to access and use the Site will immediately cease, and Company may immediately deactivate or delete your Account and all files and other information associated with it, and/or bar any further access to such files and other information. Company shall not be liable to you or any third party for any suspension or termination of your Account or of access to or use of the Site or any such files or other information, and shall not be required to make such files and other information available to you after any such suspension or termination. Sections 2, 5, 13, 17, 18, 19, 22, and 26 shall survive any expiration or termination of this Agreement.

U.S. export controls

All software made available in connection with the Site (“Software”) may be subject to United States export controls. No Software may be downloaded from or through the Site or otherwise exported or re-exported in violation of U.S. export laws.

Governing law

The terms of this Agreement are governed by the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions, and regardless of your location.

Arbitration

EXCEPT FOR DISPUTES THAT QUALIFY FOR SMALL CLAIMS COURT, ALL DISPUTES ARISING OUT OF OR RELATED TO THIS AGREEMENT, WHETHER BASED IN CONTRACT, TORT, STATUTE, FRAUD, MISREPRESENTATION OR ANY OTHER LEGAL THEORY, WILL BE RESOLVED THROUGH FINAL AND BINDING ARBITRATION BEFORE A NEUTRAL ARBITRATOR INSTEAD OF IN A COURT BY A JUDGE OR JURY, AND YOU AGREE THAT COMPANY AND YOU ARE EACH WAIVING THE RIGHT TO TRIAL BY A JURY. YOU AGREE THAT ANY ARBITRATION UNDER THIS AGREEMENT WILL TAKE PLACE ON AN INDIVIDUAL BASIS; CLASS ARBITRATIONS AND CLASS ACTIONS ARE NOT PERMITTED AND YOU ARE AGREEING TO GIVE UP THE ABILITY TO PARTICIPATE IN A CLASS ACTION.

Arbitration procedure

Any arbitration under Section 23 above will be administered by the American Arbitration Association under its Commercial Arbitration Rules and Supplementary Procedures for Consumer-Related Disputes (“Supplementary Procedures”), as amended by this Agreement. The Supplementary Procedures are available online at http://www.adr.org/aaa/ShowPDF?doc=ADRSTG_015820. The arbitrator will conduct hearings, if any, by teleconference or videoconference, rather than by personal appearances, unless the arbitrator determines upon request by you or by us that an in-person hearing is appropriate. Any in-person appearances will be held at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, such determination should be made by the AAA or by the arbitrator. The arbitrator’s decision will follow the terms of this Agreement and will be final and binding. The arbitrator will have authority to award temporary, interim or permanent injunctive relief or relief providing for specific performance of this Agreement, but only to the extent necessary to provide relief warranted by the individual claim before the arbitrator. The award rendered by the arbitrator may be confirmed and enforced in any court having jurisdiction thereof. Notwithstanding any of the foregoing, nothing in this Agreement will preclude you from bringing issues to the attention of federal, state, or local agencies, and, if the law allows, they can seek relief against us for you.

Employment opportunities

Company may, from time to time, post Company employment opportunities on the Site and/or invite users to submit resumes to Company. If you choose to submit your name, contact information, resume and/or other personal information to Company in response to such employment listings, you are authorizing Company to use this information for all lawful and legitimate hiring, employment and other business purposes. Company also reserves the right, at its discretion, to forward such information to Company’s affiliates for their legitimate business purposes. Nothing in this Agreement or contained on the Site will constitute a promise by Company to review any such information, or to contact, interview, hire or employ any individual who submits such information.

The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Site infringes your copyright, please send (or have your agent send) to Company’s Copyright Agent a notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Site (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed or are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Company’s Copyright Agent for notification of claimed infringement can be reached as follows: Copyright Agent, Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201; Facsimile: 212-796-2311; Attn: Legal. Company’s Copyright Agent for notification of claimed infringement can also be reached electronically at: legal@amplify.com. Company reserves the right to terminate infringers’ and suspected infringers’ Accounts or their access to or use of the Site.

Notice for California residents

Under California Civil Code Section 1789.3, California users are entitled to the following consumer rights notice: If you have a question or complaint regarding the Site, please contact us by writing to Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201 or by calling us at 212–213–8177 or sending a fax to 212–796–2311. California residents may reach the Complaint Assistance Unit of the Division of Consumer Services of the California Department of Consumer Affairs by mail at 1625 North Market Blvd., Sacramento, CA 95834, or by telephone at (916) 445–1254 or (800) 952–5210.

Other terms

This Agreement does not, and shall not be construed to, create any partnership, joint venture, employer-employee, agency or franchisor-franchisee relationship between you and Company. You may not assign, transfer or sublicense any or all of your rights or obligations under this Agreement without our express prior written consent. We may assign, transfer or sublicense any or all of our rights or obligations under this Agreement without restriction. The failure of Company to exercise or enforce any right or provision of this Agreement will not operate as a waiver of such right or provision. The Section titles in this Agreement are for convenience only and have no legal or contractual effect. References to and mentions of the word “include,” “includes,” “including,” or “e.g.” will mean “including, without limitation.” References to “discretion” will mean “sole discretion.” This Agreement operates to the fullest extent permissible by law. If any provision of this Agreement is unlawful, void or unenforceable, that provision is deemed severable from this Agreement and does not affect the validity or enforceability of any remaining provisions. Without limitation, you agree that a printed version of this Agreement and of any notice given in electronic form shall be admissible in judicial or administrative proceedings based upon or relating to this Agreement to the same extent and subject to the same conditions as other business documents and records originally generated and maintained in printed form. Company will not be responsible for failures to fulfill any obligations due to causes beyond its control.

Please contact us at legal@amplify.com with any questions regarding this Agreement.

Acceptable Use Policy

Amplify Education, Inc. (“Amplify”) products support classroom instruction and learning and include Amplify CKLA, Amplify ELA, Amplify Science, Amplify Desmos Math, Desmos Math, Boost Reading, Boost Math, mCLASS, Mathigon, services at classroom.amplify.com (for creating and assigning activities) and student.amplify.com (for use of the activities or curricula as directed by an instructor), and any other product or service that links to this Acceptable Use Policy (together, the “Products”). This Acceptable Use Policy (the “AUP”) provides the general terms and conditions applicable to your use of the Products. By accessing, downloading, or using the Products, you agree to be bound by the terms of this AUP. 

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

Our Products are geared towards K–12 students, educators, and staff who use the Products as authorized by their School District or State Agency (each as defined in the Privacy Policy (defined below), and together, “School”) (“Authorized School Users”). Student Data (defined below) is owned and controlled by the School, and Amplify receives Student Data as a “school official” under Section 99.31 of the Family Educational Rights and Privacy Act of 1974 (“FERPA”) for the purpose of providing the Products hereunder. In addition, we rely on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of students under the age of 13 (“Child Users”) in accordance with the Children’s Online Privacy Protection Act (“COPPA”). 

Schools may provide authorization in two ways: 

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

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

In each case, we provide these Products solely for the benefit of the School and for no other commercial purpose. We require all Schools to review our Privacy Policy, available at amplify.com/customer-privacy (“Privacy Policy”), and to make a copy of the Privacy Policy available to the parents or guardians of Child Users.

We also provide limited opportunities for individual users to sign up for a restricted account for at-home use of our Products (together, with Authorized School Users, “Authorized Users”). Please see Additional terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.

1. License

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

2. Restrictions

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

3. Use of the products

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

4. Intellectual property

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

5. Account information

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

6. Student data

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

7. Confidentiality

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

8. User materials

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

9. Feedback

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

10. Third party links and services

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

11. Digital Millennium Copyright Act

The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Products infringes your copyright, please send (or have your agent send) to Amplify’s Copyright Agent, by email, fax, or regular mail, a written notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Products (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate, and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed, or that you are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Amplify’s Copyright Agent for notification of claimed infringement can be reached as follows: Amplify Education, Inc., 55 Washington Street #800, Brooklyn NY 11201; Attn: Copyright Agent. Amplify’s Copyright Agent for notification of claimed infringement can also be reached electronically at legal@amplify.com. Amplify reserves the right to terminate infringers’ and suspected infringers’ accounts or their access to or use of the Products.

12. Changes to the products

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

13. Warranty disclaimer

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

14. Limitation of liability

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

15. Termination

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

16. Governing Law

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

17. Additional terms for iOS apps

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

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

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

18. Additional terms for Mathigon and Amplify Classroom accounts.

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

b. Mathigon and Amplify Classroom:

i. School Use:

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

ii. Outside of School Use: If you are an individual user using the Products at home or otherwise outside of the school context, you are prohibited from collecting or providing any personal information from students or minors. You are permitted to access the platform for instructional purposes, but you may not enroll or roster minors, create accounts for minors, or input any personal information of minors into the Product.

19. Updates to this policy

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

Last Modified: February 2, 2026

Science testimonials

Whether science is just one of the subjects you teach or the subject you teach all day, you do amazing things in your classroom. We want to showcase those moments.
Help us champion science and shine a light on the future of learning by contributing your science testimonials.

A science teacher and two children, one boy and one girl, are engaged in a craft activity using an orange cone and paint in a brightly-lit classroom.

Share your science story!

Use this form to let us know how you would like to share your story. You can submit your experiences (in words, photos, or even videos) directly through the form or express interest in serving as a reference or joining a research group, and we’ll be in touch!

• Sign up to be a reference
Serving as a reference may mean sharing your experiences with a local district.
• Join a research group
You will provide feedback and ideas to Amplify product teams and departments.
  1. Tell us your story or share any a-ha moments!
  2. If applicable, how has Amplify Science impacted your work as an educator.
  3. Want to show us instead? Submit any video, audio, or images of your work with students in the classroom!
Max. file size: 256 MB.
Max. file size: 256 MB.
Max. file size: 256 MB.
Max. file size: 256 MB.
Max. file size: 256 MB.
CONSENT AND RELEASE(Required)
Amplify Education, Inc. (together with its agents, employees, representatives, and affiliates, the “Company”) is producing materials profiling the Company and its current and emerging products and services (the “Materials”), with the goal of using the Materials for product development and marketing purposes. By clicking submit, you hereby grant to the Company the right to use your picture, voice, statements and/or likeness for advertising, educational, or promotional purposes in any and all media worldwide without limitation, and without payment, consideration, or notice. In addition, you hereby irrevocably authorize the Company to copy, exhibit, publish, or distribute any and all of your picture, voice, statements, and/or likeness, including in composite or artistic forms and media, for purposes of advertising and promotional programs or for any other lawful purpose. You hereby release and waive any claims, damages, or actions against the Company in connection with its use of your picture, voice, statements, and/or likeness. You also waive the opportunity and right to inspect or approve the finished Materials, including written copy, that includes any of your picture, voice, statements, and/or likeness, as well as any advertising or promotional materials that include the Materials or your picture, voice, statements, and/or likeness.

1. Scope

These Customer Terms and Conditions are a legal agreement between Amplify Education, Inc. (“Amplify”) and the local education agency or authority, school district, school network, independent school, or other regional education system (“Customer”) for the license and use of one or more of Amplify products or services (the “Products”), as specified in the receipt, price quote, proposal, renewal letter, or other ordering document containing the details of this purchase (the “Quote”). These Customer Terms and Conditions, all addenda, attachments, and the Quote, as applicable (together, the “Agreement”), constitute the entire agreement between the parties relating to the subject matter hereof. The provisions of this Agreement will supersede any conflicting terms and conditions in any Customer purchase order, other correspondence or verbal communication, and will supersede and cancel all prior agreements, written or oral, between the parties relating to the subject matter hereof.

2. Agreement Acceptance

This Agreement becomes effective at the earliest of the following: (i) issuing a purchase order, shipment request, or payment against the Quote; (ii) accessing, downloading, or using the Products; or (iii) otherwise accepting this Agreement. This term of the Agreement will be as specified in the Quote and may be renewed or extended by mutual agreement of the parties. Customer represents and warrants that: (1) Customer is of legal age to accept this Agreement; (2) Customer is authorized to accept this Agreement and to access and use the Products; and (3) Customer’s use of the Products will comply at all times with Amplify’s Acceptable Use Policy available at amplify.com/acceptable-use (“AUP”). The Customer may not access, download, or use the Products if the Customer does not agree to this Agreement.

3. License

Subject to the terms and conditions of the Agreement, Amplify grants to Customer a non-exclusive, non-transferable, non-sublicensable license to access and use, and permit Authorized School Users, as defined below, to access and use the Products in accordance with the AUP, for the duration specified in the Quote (the “Term”), and for the number of Authorized School Users specified in the Quote for whom Customer has paid the applicable fees to Amplify. “Authorized School User” means the K–12 students registered or authorized for instruction with Customer and the educators, agents and staff members who use the Products as authorized by Customer who Customer permits to access and use the Products subject to the terms and conditions of the Agreement, solely while such individual is so employed or so registered. Each Authorized School User’s access and use of the Products will be subject to the AUP in addition to the terms and conditions of the Agreement. Violations of this Agreement or the AUP may result in suspension or termination of the applicable account.

4. Restrictions

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

5. Reservation of Rights

SUBSCRIPTION PRODUCTS ARE LICENSED, NOT SOLD. Subject to the limited rights expressly granted hereunder, all rights, title, and interest in and to all Products, including all related IP Rights, are and will remain the sole and exclusive property of Amplify or its third-party licensors. “IP Rights” means, collectively, rights under patent, trademark, copyright, and trade secret laws, and any other intellectual property or proprietary rights recognized in any country or jurisdiction worldwide. Customer must promptly notify Amplify of any violation of Amplify’s IP Rights in the Products, and will reasonably assist Amplify as necessary to remedy any such violation. Amplify Products are protected by patents (see amplify.com/virtual-patent-marking). Amplify reserves the right to update or modify the Products at any time and to discontinue the Products upon reasonable notice.

6. Payments

In consideration of the Products, Customer will pay to Amplify (or other party designated on the Quote) the fees specified in the Quote in full within 30 days of the date of invoice, except as otherwise agreed by the parties or for those amounts that are subject to a good faith dispute of which Customer has notified Amplify in writing. Customer will be responsible for all state or local sales, use or gross receipts taxes, and federal excise taxes unless Customer provides a then-current tax exemption certificate in advance of the delivery, license, or performance of any Product, as applicable.

7. Shipments

Unless otherwise specified on the Quote, physical Products will be shipped FOB origin in the US (Incoterms 2010 EXW outside of the US) and are deemed accepted by Customer upon receipt. Upon acceptance of such Products, orders are non-refundable, non-returnable, and non-exchangeable, except in the case of defective or missing materials reported to Amplify by Customer within 60 days of receipt. In such case, Customer may not return Products without Amplify’s written authorization.

8. Account Information

For subscription Products, the authentication of Authorized School Users is based in part upon information supplied by Customer or Authorized School Users, as applicable. Customer will and will cause its Authorized School Users to (a) provide accurate information to Amplify or a third-party service as applicable, and promptly report any changes to such information, (b) not share login credentials or otherwise allow others to use their account, (c) maintain the confidentiality and security of their account information, and (d) use the Products solely via such authorized accounts. Customer agrees to notify Amplify immediately of any unauthorized use of its or its Authorized School Users’ accounts or related authentication information. Amplify will not be responsible for any losses arising out of the unauthorized use of accounts created by or for Customer and its Authorized School Users. 

9. Confidentiality

Customer acknowledges that, in connection with this Agreement, Amplify has provided or will provide to Customer and its Authorized School Users certain sensitive or proprietary 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 (“Confidential Information”). Customer agrees (a) not to use Confidential Information for any purpose other than use of the Products in accordance with this Agreement 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 Customer’s contemporaneous written records: (i) is or becomes publicly available through no fault of Customer; (ii) is rightfully known to Customer prior to the time of its disclosure; (iii) has been independently developed by Customer without any use of the Confidential Information; or (iv) is subsequently learned from a third party not under any confidentiality obligation. 

10. Student Data

The parties acknowledge and agree that in the course of providing the Products to the Customer, Amplify may collect, receive, or generate information that directly relates to an identifiable student of Customer (“Student Data”). Student Data may include personal information from a student’s “educational records,” as defined by the Family Educational Rights and Privacy Act of 1974 (“FERPA”). Student Data is owned and controlled by the Customer 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 Customer agree to uphold our obligations, as applicable, under FERPA, the Children’s Online Privacy Protection Act (“COPPA”), the Protection of Pupil Rights Amendment (“PPRA”), and applicable state laws relating to student data privacy. Amplify’s Customer Privacy Policy at amplify.com/customer-privacy (“Privacy Policy”) will govern collection, use, and disclosure of Student Data collected or stored on behalf of Customer under this Agreement. In addition, Amplify has entered into the data privacy agreements listed at amplify.com/privacy-security aligned with state and national templates to facilitate compliance with applicable state laws and help expedite Customer’s student data privacy documentation process. Customer is responsible for providing notice and 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 users who are under the age of 13.  

11. Customer Materials and Requirements

Customer represents, warrants, and covenants that it has all the necessary rights, including consents and IP Rights, in connection with any data, information, content, and other materials provided to or collected by Amplify on behalf of Customer or its Authorized School Users using the Products or otherwise in connection with this Agreement (“Customer Materials”), and that Amplify has the right to use such Customer Materials as contemplated hereunder or for any other purposes required by Customer. Customer is solely responsible for the accuracy, integrity, completeness, quality, legality, and safety of such Customer Materials. Customer is responsible for meeting hardware, software, telecommunications, and other requirements listed at amplify.com/customer-requirements

12. Warranty Disclaimer

PRODUCTS ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND BY AMPLIFY. AMPLIFY EXPRESSLY DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTY AS TO TITLE, NON-INFRINGEMENT, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE OR USE. CUSTOMER ASSUMES RESPONSIBILITY FOR SELECTING THE PRODUCTS TO ACHIEVE CUSTOMER’S 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 CUSTOMER’S 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.

13. Limitation of Liability

 TO THE EXTENT SUCH LIMITATION IS NOT PROHIBITED BY APPLICABLE LAW, IN NO EVENT WILL AMPLIFY BE LIABLE TO CUSTOMER OR TO ANY AUTHORIZED SCHOOL USER FOR ANY INCIDENTAL, SPECIAL, CONSEQUENTIAL, PUNITIVE, RELIANCE, OR COVER DAMAGES, DAMAGES FOR LOST PROFITS, LOST DATA OR LOST BUSINESS, OR ANY OTHER INDIRECT DAMAGES, EVEN IF AMPLIFY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. TO THE EXTENT SUCH LIMITATION IS NOT PROHIBITED BY APPLICABLE LAW, AMPLIFY’S ENTIRE LIABILITY TO CUSTOMER OR ANY AUTHORIZED USER ARISING OUT OF PERFORMANCE OR NONPERFORMANCE BY AMPLIFY OR IN ANY WAY RELATED TO THE SUBJECT MATTER OF THIS AGREEMENT, REGARDLESS OF WHETHER THE CLAIM FOR SUCH DAMAGES IS BASED IN CONTRACT, TORT, STRICT LIABILITY, OR OTHERWISE, MAY NOT EXCEED THE AGGREGATE OF CUSTOMER’S OR ANY AUTHORIZED USER’S DIRECT DAMAGES UP TO THE FEES PAID BY CUSTOMER TO AMPLIFY FOR THE AFFECTED PORTION OF THE PRODUCTS IN THE PRIOR 12-MONTH PERIOD. UNDER NO CIRCUMSTANCES WILL AMPLIFY BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE PRODUCTS BY AN AUTHORIZED SCHOOL USER THAT VIOLATES THIS AGREEMENT OR ANY APPLICABLE LAW OR REGULATION.

14. Termination

Without prejudice to any rights either party may have under this Agreement, in law, equity, or otherwise, a party will have the right to terminate this Agreement if the other party (or in the case of Amplify, an Authorized School User) materially breaches any term, provision, warranty, or representation under this Agreement and fails to correct the breach within 30 days of its receipt of written notice thereof. Upon termination, Customer will: (a) cease using the Products, (b) return, purge, or destroy (as directed by Amplify) all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred, (c) pay any fees due and owing hereunder, and (d) not be entitled to a refund of any fees previously paid, unless otherwise specified in the Quote. Customer will be responsible for the cost of any continued use of the Products following termination. Upon termination, Amplify will return or destroy any Student Data provided to Amplify hereunder. Notwithstanding the foregoing, nothing will require Amplify to return or destroy any data that does not include Student Data, including de-identified information or data that is derived from access to Student Data but which does not contain Student Data. Sections 3–14 will survive the termination of this Agreement.

15. Miscellaneous

This Agreement may not be modified except in writing signed by both parties. All defined terms in this Agreement will apply to their singular and plural forms, as applicable. The word “including” means “including without limitation.” For United States-based Customers, this Agreement will be governed by  and construed and enforced in accordance with the laws of the U.S., state, commonwealth, or territory in which Customer resides based on the address set forth in the Quote, without regard to that state’s, commonwealth’s, or territory’s choice of law rules. For Customers based outside of the United States, this Agreement will be governed by the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof. This Agreement will be binding upon and inure to the benefit of the parties and their respective successors and assigns. The parties expressly understand and agree that their relationship is that of independent contractors. Nothing in this Agreement will constitute one party as an employee, agent, joint venture partner, or servant of another. Each party is solely responsible for all of its employees and agents and its labor costs and expenses arising in connection herewith. Neither this Agreement nor any of the rights, interests or obligations hereunder may be assigned or delegated by Customer or any Authorized School User without the prior written consent of Amplify. If one or more of the provisions contained in this Agreement will for any reason be held to be unenforceable at law, such provisions will be construed by the appropriate judicial body to limit or reduce such provision or provisions so as to be enforceable to the maximum extent compatible with applicable law. Amplify will have no liability to Customer or to third parties for any failure or delay in performing any obligation under this Agreement due to circumstances beyond its reasonable control, including acts of God or nature, fire, earthquake, flood, epidemic, pandemic, strikes, labor stoppages or slowdowns, civil disturbances or terrorism, national or regional emergencies, supply shortages or delays, action by any governmental authority, or interruptions in power, communications, satellites, the Internet, or any other network. Each party represents and warrants that it has all necessary right, power, and authority to enter into this Agreement and to comply with the obligations hereunder.

Last Modified: February 2, 2026

Getting Started

One Amplify app for everything.

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

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

Attention iOS device users:

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

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

mCLASS Instruction

How mCLASS® Instruction works

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

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

Student Online Assessments

How to enable the mCLASS Student Online Assessments Video

Online Assessments:

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

Progress Monitoring

DIBELS 8 Progress Monitoring

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

TRC Progress Monitoring

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

Reading 3D

Text Reading Comprehension (TRC)

How TRC (Text Reading & Comprehension) works

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

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

Additional Links:

Welcome to the Amplify CKLA 3rd Edition program review site!

We’re excited to share everything you need to review Amplify CKLA 3rd Edition, our K–5 core literacy program. On this site, you’ll find a range of materials, including Teacher Guides, Activity Books, and Student Readers, organized by grade and unit.

Please note that the files on this site are static representations of the high-quality materials you’ll receive with your purchase.

We hope you find the site helpful! If you have any questions, please reach out to your Amplify representative.

Reviewer resources

Access key materials designed to support your review of Amplify CKLA 3rd Edition.

Kindergarten

Explore all available resources for Kindergarten, organized by strand and unit.

Knowledge Strand

Unit 1: Star Light, Star Bright: Nursery Rhymes and Fables

Unit 2: See, Hear, Smell, Taste, Touch: The Five Senses

Unit 3: Underdogs and Heroes: Stories

Unit 4: See How They Grow: Plants

Unit 5: Moo, Cluck, Oink: Farms

Unit 6: Deep Roots: Introduction to Native American Cultures

Unit 7: All Around the World: Geography

Unit 8 (Choice): Royal Tales: Monarchs

Unit 8 (Choice): National Icons: Presidents and American Symbols

Unit 9 (Choice): Our Planet: Taking Care of the Earth

Unit 9 (Choice): Rain and Rainbows: Seasons and Weather

Unit 10: Shaped by Nature: Art and the World Around Us

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Ancillary Components

 

Grade 1

Explore all available resources for Grade 1, organized by strand and unit.

Knowledge Strand

Unit 1: The Moral of the Story: Fables and Tales

Unit 2: From Nose to Toes: How Your Body Works

Unit 3: Common Threads: Different Lands, Similar Stories

Unit 4: Reach for the Stars: Astronomy

Unit 5: Charting the World: Geography

Unit 6: A World of Homes: Animals and Habitats

Unit 7: A New Nation: American Independence

Unit 8 (Choice): Once Upon a Time: Fairy Tales

Unit 8 (Choice): Our Planet: The History of the Earth

Unit 9 (Choice): From Babylon to the Nile: Early World Civilizations

Unit 9 (Choice): Early Americas: Maya, Aztec, and Inca

Unit 10: Adventure Stories: Tales from the Edge

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Ancillary Components

 

Grade 2

Explore all available resources for Grade 2, organized by strand and unit.

Knowledge Strand

Unit 1: Fortunes and Feats: Fairy Tales and Tall Tales

Unit 2: The Birthplace of Democracy: Ancient Greece

Unit 3: Legends and Heroes: Greek Myths

Unit 4: Our Planet: Cycles in Nature

Unit 5: Butterflies, Bees, and Beetles: Insects

Unit 6: A House Divided: The American Civil War

Unit 7: Sounds and Stanzas: Poetry

Unit 8 (Choice): Journeys to America: Immigration

Unit 8 (Choice): Making a Difference: Creating Change

Unit 9 (Choice): Building Blocks: All About Nutrition

Unit 9 (Choice): Early Asian Civilizations: India and China

Unit 10: Taking Flight: The Age of Aviation

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Ancillary Components

   

Grade 3

Explore all available resources for Grade 3, organized by unit.

Core Units

Unit 1: Timeless Tales: Classic Stories

Unit 2: Fur, Fins, and Feathers: Animal Classification

Unit 3: Rhythm and Rhyme: Poetry

Unit 4: Rise and Fall: Ancient Rome

Unit 5: Our Solar System and Beyond: Astronomy

Unit 6: Regions and Cultures: Native Americans

Unit 7 (Choice): Novel Study: Charlotte’s Web

Unit 7 (Choice): Novel Study: Stella Díaz Has Something to Say

Unit 8 (Choice): Systems and Senses: The Human Body

Unit 8 (Choice): From Glow to Echo: Light and Sound

Unit 9: From Blues to Bebop: All That Jazz

 

Supplemental Skills

Grade 3 Skills resources are included in core classroom kits, although the instruction isn’t required for Grade 3 standards coverage.

Unit 1

Unit 2

Unit 3

Unit 4

   

Grade 4

Explore all available resources for Grade 4, organized by unit.

Unit 1: My Story, My Voice: Personal Narratives

Unit 2: Knights and Castles: Europe’s Middle Ages

Unit 3: Meaning and Metaphor: Poetry

Unit 4: Eureka! Student Inventor

Unit 5: Our Planet: Geology

Unit 6: Road to Independence: The American Revolution

Unit 7 (Choice): Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Unit 7 (Choice): Novel Study: The Season of Styx Malone

Unit 8 (Choice): Crafting Stories: A World of Tales

Unit 8 (Choice): Adventure on the High Seas: Treasure Island

Unit 9: Inspiration and Ingenuity: American Innovation

Grade 5

Explore all available resources for Grade 5, organized by unit.

Unit 1: In My Own Words: Personal Narratives

Unit 2: Early Americas: Maya, Aztec, and Inca

Unit 3: Visions in Verse: Poetry

Unit 4: A Knight’s Tale: Don Quixote

Unit 5: The Deep Blue World: Oceans

Unit 6: Cultures and Histories: Native Americans

Unit 7 (Choice): Novel Study: The Phantom Tollbooth

Unit 7 (Choice): Novel Study: The Science of Breakable Things

Unit 8 (Choice): Arts and Culture: The Renaissance

Unit 8 (Choice): Through the Forest: A Midsummer Night’s Dream

Unit 9: Building Up the World: Global Architecture

 

Digital platform

Amplify CKLA’s all-in-one platform offers essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

A digital interface showing an assessment report on a monitor and a multiple-choice question on a tablet screen. Both screens display educational content from Amplify's assessment tools, providing personalized learning for multilingual learners.

Presentation Screens
Deliver interactive lessons with ready-made, customizable slides for every lesson.

Auto-scored digital assessments
Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

Standards-based reports
Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

Skill-building practice games
Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

eReader
Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

Sound Library
Students watch articulation videos and listen to songs for each sound to support phonological awareness.

Vocab App
Helps students in Grades 3–5 practice Amplify CKLA Tier 2 vocabulary words with fun, interactive games.

Intervention Toolkit
Offers user-friendly resources designed to aid educators in identifying and addressing deficiencies in students’ foundation skills.

Inspiring the next generation of Massachusetts scientists, engineers, and curious citizens

Amplify Science is an engaging new core curriculum designed for three-dimensional, phenomena-based learning.

Collage of four images: a jungle illustration with a giraffe, students using computers, a boy studying with classmates, and an animated hillside with kites flying.

A powerful partnership

Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify. This partnership extends to 2032, allowing us to continuously improve our program and provide our customers with the most up-to-date enhancements, free of charge. Get a glimpse at our latest back-to-school updates here.

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

Three blue panels describing educational activities: "hands-on science" with lab experiments, "discuss" with collaborative learning, and "read" with literacy in science articles.

Phenomena-based approach

In each Amplify Science unit, students take on the roles of scientists or engineers in order to investigate a real-world problem. Students work to define the problem and collect and make sense of evidence. Once the context is clear, students collect evidence from multiple sources and through a variety of modalities. At the end of the unit, students are presented with a brand new problem, giving them an opportunity to apply what they’ve learned over the course of the unit to a new context. This represents a shift from asking students to learn about science to supporting students in figuring out the science.

Flowchart of a learning unit divided into four chapters, showing stages of student engagement from introduction to application, with assessments indicated at various points.

Resources to support your review

Scope and Sequence

GRADE

Kindergarten

UNITS

  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water

Grade 1

  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water

Grade 2

  • Plant and Animal Relationships
  • Properties of Materials
  • Changing Landforms

Grade 3

  • Balancing Forces
  • Inheritance and Traits
  • Environments and Survival
  • Weather and Climate

Grade 4

  • Energy Conversions
  • Vision and Light
  • Earth’s Features
  • Waves, Energy, and Information

Grade 5

  • Patterns of Earth and Sky
  • Modeling Matter
  • The Earth System
  • Ecosystem Restoration

Flexible implementation

One of the key features of Amplify Science is the flexibility that it offers. We give students authentic opportunities to experience the full breadth of what it means to be a scientist or engineer. Just as scientists gather evidence from many types of sources, so do students in our program. Like scientists, students gather evidence not just from physical models, but also from digital models, texts, videos, photographs, maps, data sets, and even their peers!
Simply put, real scientists don’t just get messy—they read, write, analyze, hypothesize, model, test, and communicate with purpose, too.

Illustration of the indirect effects of overfishing on northern benguela jelly populations displayed on a laptop screen.

Student Books
Beginning and young readers have unique developmental needs, and science instruction should support these students in reading more independently as they progress through sections of content, the school year, and each grade. One way Amplify Science meets these needs is by strategically deploying different modes of reading throughout each unit: Read-Aloud, Shared Reading, and Partner Reading.

A collage of various educational book covers related to science and math, featuring illustrated themes like sports, nature, and energy.

Student Investigation Notebooks

Available for every unit, the Student Investigation Notebooks provide space for students to:

  • record data.
  • reflect on ideas from texts and investigations.
  • construct explanations and arguments.
Collection of educational books from 'amplify science' on topics including ocean atmosphere, matter and energy ecosystems, and insect interactions, displayed in various angles.

Digital student experience

Students access the digital simulations and Modeling Tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • conduct hands-on investigations.
  • engage in Active Reading and writing activities.
  • participate in discussions.
  • record observations.
  • craft end-of-unit scientific arguments.

Dive into a quick example of our powerful simulations

Grades K–5 simulation

A digital illustration showcasing a laptop and a tablet displaying complex data analysis software interfaces with graphs and heatmaps.

Hands-on materials kits

Hands-on learning is at the heart of Amplify Science and is integrated
into every unit. Students actively take on the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them.

Check out this 2-minute video to see an Amplify Science hands-on investigation in action.

Each unit kit contains:

  • consumable and non-consumable hands-on materials.
  • print classroom display materials.
  • premium print materials for student use (sorting cards, maps, etc.).
A perforated rectangular board, three small containers with different powders, a black battery holder with red wires, and three colored alligator clips are arranged on a white background.

Teaching support

Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • detailed lesson plans.
  • unit and chapter overview documentation.
  • differentiation strategies.
  • standards alignments.
  • in-context professional development.
A laptop displaying the Geology on Mars webpage sits beside a book titled "Geology on Mars," both featuring the same cover image of Mars and a spacecraft, perfect for enhancing three-dimensional learning in any science classroom.

Massachusetts Academic Standards in Science coverage

Amplify Science was designed from the ground up to meet the NGSS, a set of standards that closely align with the Massachusetts Learning Standards for Science coverage. Most grade levels’ respective set of Amplify Science units therefore address the necessary MASS (see correlation). 

For grades K, 1, 2, 3, and 5, teachers should plan to also use the resources provided in the sections below to achieve full coverage of the appropriate standards before their students move on to the next grade band. Organized by grade level, each section outlines:

  • companion lesson materials that were written to support 100% alignment to the Massachusetts Learning Standards for Science coverage when used with the core Amplify Science units for the grade level
  • the standard being addressed with each companion lesson; and
  • the recommended placement of each companion lesson within a specific Amplify Science unit

Standard: K-PS1-1(MA). Investigate and communicate the idea that different kinds of materials can be solid or liquid depending on temperature.

Recommended placement: Following Lesson 5.6 of Sunlight and Weather

Resources: After students finish reflecting on their unit-long exploration of energy and temperature, play and discuss this read-aloud video of the student book Can you Change it Back?, which is featured in the grade 2 unit Properties of Materials. You might also consider borrowing the physical books from a grade 2 colleague’s Properties of Materials kit and reading it as a class instead of or in addition to playing the video.

Using the book, you will introduce students to the idea that heating and cooling can cause changes to materials. In the book, students are presented with a variety of materials and asked to predict whether a certain change caused by heating or cooling is reversible or irreversible.

Companion lesson: “Seasonal Changes”

Standard: 1-ESS1-2– Analyze provided data to identify relationships among seasonal patterns of change, including relative sunrise and sunset time changes, seasonal temperature and rainfall or snowfall patterns, and seasonal changes to the environment.

Recommended placement: Following Lesson 5.1 of Spinning Earth

Resources: Season Changes Classroom Slides and Student Sheet

Companion lesson: “Properties and Weight”

Standard: 2-PS1-3– Analyze a variety of evidence to conclude that when a chunk of material is cut or broken into pieces, each piece is still the same material and, however small each piece is, has weight. Show that the material properties of a small set of pieces do not change when the pieces are used to build larger objects.

Recommended placement: Following Lesson 4.4 of Properties of Materials.

Resources: Weight and Properties Classroom SlidesResources, and Student Sheet

Companion lesson 1: Extinct Insects

Standard: 3-LS4-1: Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize that most kinds of plants and animals that once lived on Earth are no longer found anywhere.

Recommended placement: Following Lesson 2.3 of Environments and Survival

Resources: Extinct Insects Classroom Slides and Student Sheet

Companion lesson 2: Friction

Standard: 3-PS2-1: Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and unbalanced forces that do change the motion of the object.

Recommended placement: Following Lesson 1.1 of Balancing Forces

Resources: Friction Classroom SlidesResources, and Student Sheet

Companion lesson 1: Composters

Standard: 5-LS2-2(MA)– Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.

Recommended placement: Following Lesson 3.7 of Ecosystem Restoration

Resources: Composters Classroom Slides and Student Sheet

Companion lesson 2: Properties of Materials

Standard: 5-PS1-3 (MA) – Make observations and measurements of substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility.

Recommended placement: Following Lesson 1.3 of Modeling Matter

Resources: Properties of Materials Classroom SlidesResourcesArticlesCopymaster, and Student Sheet

Companion lesson 3: Water Filters

Standard: 5-ESS3-2(MA)– Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.

Recommended placement: Following Lesson 5.6 of The Earth System

Resources: Water Filters Classroom Slides and Student Sheet

Benchmark Assessments

Amplify’s Benchmark Assessments are designed to help teachers measure student progress toward the three dimensions—Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts(CCCs)—and performance expectations (PEs) of the NGSS. The assessments provide important insight into how students are progressing toward mastery of different standards ahead of high-stakes, end-of-year assessments.

The Benchmark Assessments are built to be delivered after specific units in the recommended Amplify Science scope and sequence.* They are given three or four times per year, depending on the grade level. The benchmarks are intended to show progress at various points in time across a school year, and are therefore not summative in nature. Digital items and item clusters are also tagged to specific NGSS standards, allowing customization to align with other course sequences. The assessments are available via the following platforms:

Print
PDF files: For administering Benchmark Assessments on paper

Digital platforms

  • Illuminate
  • SchoolCity
  • Otus
  • QTI (“Question and Test Interoperability”) files
    Not sure whether QTI files are compatible with your assessment platform? Contact your school IT or assessment platform representative for more information.
    Please note that Amplify is able to provide access to the QTI files themselves, but is not able to support the integration process. Your assessment platform provider should be able to assist with QTI file integration.

Remote and hybrid learning support

A child sits at a desk using a laptop. Next to the desk is a bookshelf with books, a fishbowl, and a soccer ball.

See an example of our remote and hybrid learning support below:

Intended to make extended remote and hybrid learning easier, Amplify Science @Home includes two useful options for continuing instruction: @Home Videos and @Home Units.
Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home.

Amplify Science @Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. Each @Home unit includes:

  • Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available
  • Overviews to send home to families

Student materials will be available in two formats:

  • @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home
  • Downloadable @Home Packets (PDF) for students without access to technology at home

Download the remote and hybrid learning guide

Explore the digital Teacher’s Guide

To familiarize yourself with navigation of the digital Teacher’s Guide, watch our navigational guide videos:

Grades K–5:

Looking for help?

Powerful (and free!) pedagogical support

Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans.
  • Information on where to locate standards and other planning materials.
  • Recommendations and tips for day-to-day teaching with Amplify programs.
  • Support with administering and interpreting assessment data and more.

Timely technical and program support

Our technical and program support is included and available Monday through Friday, from 7 a.m. to 7 p.m. ET, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

Ready to dive in?

Contact your Massachusetts representative:

Tracy Yefimenko
518-466-3497
tyefimenko@amplify.com

Inspiring the next generation of Massachusetts scientists, engineers, and curious citizens

To view this protected page, enter the password below:



A powerful partnership

Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify. This partnership extends to 2032, allowing us to continuously improve our program and provide our customers with the most up-to-date enhancements, free of charge. Get a glimpse at our latest back-to-school updates here.

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

Three blue panels describing educational activities: "hands-on science" with lab experiments, "discuss" with collaborative learning, and "read" with literacy in science articles.

Phenomena-based approach

In each Amplify Science unit, students take on the roles of scientists or engineers in order to investigate a real-world problem. Students work to define the problem and collect and make sense of evidence. Once the context is clear, students collect evidence from multiple sources and through a variety of modalities. At the end of the unit, students are presented with a brand new problem, giving them an opportunity to apply what they’ve learned over the course of the unit to a new context. This represents a shift from asking students to learn about science to supporting students in figuring out the science.

Flowchart of a learning unit divided into four chapters, showing stages of student engagement from introduction to application, with assessments indicated at various points.

Resources to support your review

Remote and hybrid learning support

A child sits at a desk using a laptop. Next to the desk is a bookshelf with books, a fishbowl, and a soccer ball.

See an example of our remote and hybrid learning support below:

This fall, Amplify launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote and hybrid learning easier, Amplify Science @Home includes two useful options for continuing instruction: @Home Videos and @Home Units.
Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.

Amplify Science @Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:

  • Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available
  • Overviews to send home to families

Student materials will be available in two formats:

  • @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home
  • Downloadable @Home Packets (PDF) for students without access to technology at home

Download the remote and hybrid learning guide

Benchmark Assessments

Amplify’s Benchmark Assessments are designed to help teachers measure student progress toward the three dimensions—Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts(CCCs)—and performance expectations (PEs) of the NGSS. The assessments provide important insight into how students are progressing toward mastery of different standards ahead of high-stakes, end-of-year assessments.

The Benchmark Assessments are built to be delivered after specific units in the recommended Amplify Science scope and sequence.* They are given three or four times per year, depending on the grade level. The benchmarks are intended to show progress at various points in time across a school year, and are therefore not summative in nature. Digital items and item clusters are also tagged to specific NGSS standards, allowing customization to align with other course sequences. The assessments are available via the following platforms:

Print
PDF files: For administering Benchmark Assessments on paper

Digital platforms

  • Illuminate
  • SchoolCity
  • Otus
  • QTI (“Question and Test Interoperability”) files
    Not sure whether QTI files are compatible with your assessment platform? Contact your school IT or assessment platform representative for more information.
    Please note that Amplify is able to provide access to the QTI files themselves, but is not able to support the integration process. Your assessment platform provider should be able to assist with QTI file integration.

Flexible implementation

One of the key features of Amplify Science is the flexibility that it offers. We give students authentic opportunities to experience the full breadth of what it means to be a scientist or engineer. Just as scientists gather evidence from many types of sources, so do students in our program. Like scientists, students gather evidence not just from physical models, but also from digital models, texts, videos, photographs, maps, data sets, and even their peers!
Simply put, real scientists don’t just get messy—they read, write, analyze, hypothesize, model, test, and communicate with purpose, too.

Science articles

The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Illustration of the indirect effects of overfishing on northern benguela jelly populations displayed on a laptop screen.

Student Books
Beginning and young readers have unique developmental needs, and science instruction should support these students in reading more independently as they progress through sections of content, the school year, and each grade. One way Amplify Science meets these needs is by strategically deploying different modes of reading throughout each unit: Read-Aloud, Shared Reading, and Partner Reading.

A collage of various educational book covers related to science and math, featuring illustrated themes like sports, nature, and energy.

Student Investigation Notebooks

Available for every unit, the Student Investigation Notebooks provide space for students to:

  • record data.
  • reflect on ideas from texts and investigations.
  • construct explanations and arguments.

Available with full-color article compilations for middle school units.

Collection of educational books from 'amplify science' on topics including ocean atmosphere, matter and energy ecosystems, and insect interactions, displayed in various angles.

Digital student experience

Students access the digital simulations and Modeling Tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:

  • conduct hands-on investigations.
  • engage in Active Reading and writing activities.
  • participate in discussions.
  • record observations.
  • craft end-of-unit scientific arguments.

Dive into a quick example of our powerful simulations

A digital illustration showcasing a laptop and a tablet displaying complex data analysis software interfaces with graphs and heatmaps.

Hands-on materials kits

Hands-on learning is at the heart of Amplify Science and is integrated
into every unit. Students actively take on the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them.

Check out these 2-minute videos to see an Amplify Science hands-on investigation in action.

Each unit kit contains:

  • consumable and non-consumable hands-on materials.
  • print classroom display materials.
  • premium print materials for student use (sorting cards, maps, etc.).
A perforated rectangular board, three small containers with different powders, a black battery holder with red wires, and three colored alligator clips are arranged on a white background.

Teacher’s Guides

Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:

  • detailed lesson plans.
  • unit and chapter overview documentation.
  • differentiation strategies.
  • standards alignments.
  • in-context professional development.
A laptop displaying the Geology on Mars webpage sits beside a book titled "Geology on Mars," both featuring the same cover image of Mars and a spacecraft, perfect for enhancing three-dimensional learning in any science classroom.

Scope and Sequence

GRADE UNITS
Kindergarten
  • Needs of Plants and Animals
  • Pushes and Pulls
  • Sunlight and Water
Grade 1
  • Animal and Plant Defenses
  • Light and Sound
  • Spinning Earth
Grade 2
  • Plant and Animal Relationships
  • Properties of Materials
  • Changing Landforms
Grade 3
  • Balancing Forces
  • Inheritance and Traits
  • Environments and Survival
  • Weather and Climate
Grade 4
  • Energy Conversions
  • Vision and Light
  • Earth’s Features
  • Waves, Energy, and Information
Grade 5
  • Patterns of Earth and Sky
  • Modeling Matter
  • The Earth System
  • Ecosystem Restoration
GRADE UNITS
Grade 6: Earth Science
  • Launch: Geology on Mars
  • Plate Motion
  • Plate Motion: Engineering Internship
  • Rock Transformations
  • Earth, Moon, and Sun
  • Ocean, Atmosphere, and Climate
  • Weather Patterns
  • Earth’s Changing Climate
  • Earth’s Changing Climate: Engineering Internship
Grade 7: Life Science
  • Launch: Microbiome
  • Metabolism
  • Metabolism: Engineering Internship
  • Traits and Reproduction
  • Populations and Resources
  • Matter and Energy in Ecosystems
  • Natural Selection
  • Natural Selection: Engineering Internship
  • Evolutionary History
Grade 8: Physical Science 
  • Launch: Harnessing Human Energy
  • Force and Motion
  • Force and Motion: Engineering Internship
  • Magnetic Fields
  • Thermal Energy
  • Phase Change
  • Phase Change: Engineering Internship
  • Chemical Reactions
  • Light Waves

Minnesota Academic Standards in Science coverage

Amplify Science was designed from the ground up to meet the NGSS, a set of standards that closely align with the K–8 Minnesota Academic Standards in Science (MASS). Therefore, most grade levels’ respective set of Amplify Science units address the necessary MASS (see K–5 reverse alignment and/or correlations for K–5 and 6–8). However, for grades 2–4, teachers should also use the resources provided in the sections below to achieve full coverage of the appropriate standards before their students move on to the next grade level. Organized by grade level, each section outlines:

  • companion lesson materials that were written to support 100% alignment to the Minnesota Academic Standards in Science when used with the core Amplify Science units for the grade level
  • the standard being addressed with each companion lesson; and
  • the recommended placement of each companion lesson within a specific Amplify Science unit 

Companion lesson: “Shelter”

Standard: 1P.4.2.2.1 Communicate solutions that use materials to provide shelter, food, or warmth needs for communities including Minnesota American Indian tribes and communities.* (P: 8, CC: 2, CI: PS1, ETS2)

Recommended placement: Following Lesson 5.1 of Spinning Earth

Materials: Shelter Classroom Slides and Student Sheet

Companion lesson: “Describing Climates”

Standard: 2E.4.2.1.2 Obtain and use information from multiple sources, including electronic sources, to describe climates in different regions of the world.** (P: 8, CC: 1, CI: ESS2)

Recommended placement: Following Lesson 4.5 of Changing Landforms

Materials: Describing Climates Classroom Slides and Student Sheet

Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 3rd grade (Weather and Climate unit)

Companion lesson 1: Light and Vision

Standard: 3P.3.1.1.1 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. (P: 2, CC: 2, CI: PS4)

Recommended placement: Following Lesson 4.5 of Environments and Survival

Materials: Light and Vision Part 1 Classroom Slides and Student Sheet; Light and Vision Part 2 Classroom Slides and Student Sheet 

Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 4th grade (Vision and Light unit)

Companion lesson 2: Studying Stars

Standard: 3E.4.2.2.1 Gather information and communicate how Minnesota American Indian Tribes and communities and other cultures use patterns in stars to make predictions and plans. (P 8, CC: 1, CI: ESS1) 

Recommended placement: Following Lesson 4.4 of Weather and Climate

Materials: Studying Stars Classroom Slides and Student Sheet

Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 5th grade (Patterns of Earth and Sky unit)

Companion lesson 1: Salt Water and Freshwater

Standard: 4E.2.2.1.1 Interpret charts, maps and/or graphs of the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.** (P: 5, CC: 4, CI: ESS2) 

Recommended placement: Following Lesson 2.6 of Earth’s’ Features

Materials: Salt Water and Freshwater Classroom Slides and Student Sheet

Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 5th grade (The Earth System unit)

Companion lesson 2: How Raindrops Form

Standard: 4E.1.1.1.2 Ask questions about how water moves through the Earth system and identify the type of question. (P: 1, CC: 5, CI: ESS2) 

Recommended placement: Following Lesson 4.5 of Earth’s’ Features

Materials: How Raindrops Form Classroom Slides and Student Sheet

Note: Students will further investigate the content in this standard, and revisit the book used in this companion lesson, in 5th grade (The Earth System unit)

Explore the digital Teacher’s Guide

To familiarize yourself with navigation of the digital Teacher’s Guide, watch our navigational guide videos:

Grades K–5:

Grades 6–8:

Looking for help?

Powerful (and free!) pedagogical support

Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:

  • Guidance for developing lesson plans and intervention plans.
  • Information on where to locate standards and other planning materials.
  • Recommendations and tips for day-to-day teaching with Amplify programs.
  • Support with administering and interpreting assessment data and more.

Timely technical and program support

Our technical and program support is included and available Monday through Friday, from 7 a.m. to 7 p.m. ET, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.

Ready to dive in?

Contact your Minnesota representative:
Kristi Stengel
Account Executive
kstengel@amplify.com
(612) 306-3941

Tammy Sigwarth
Account Executive
tsigwarth@amplify.com
(563) 663-0056

Introduction

Amplify’s Next Generation Science Standards (NGSS) Benchmark Assessments are designed to help teachers measure student progress toward the three dimensions—Disciplinary Core Ideas (DCIs),  Science and Engineering Practices (SEPs), and Crosscutting Concepts(CCCs)—and performance expectations (PEs) of the NGSS. The assessments provide important insight into how students are progressing toward mastery of different standards ahead of high-stakes, end-of-year assessments.

The NGSS Benchmark assessments are built to be delivered after specific units in the recommended Amplify Science scope and sequence*. They are given 3–4 times per year, depending on the grade level. The benchmarks are intended to show progress at various points in time across a school year, and are therefore not summative in nature. Digital items and item clusters are also tagged to specific NGSS standards, allowing customization to align with other course sequences. The assessments are available via the following platforms:

Print

  • PDF files: For administering Benchmark Assessments on paper

Digital

  • Illuminate
  • SchoolCity
  • Otus
  • QTI (“Question and Test Interoperability”) files
    • Not sure whether QTI files are compatible with your assessment platform? Contact your school IT or assessment platform representative for more information. 
    • Please note that Amplify is able to provide access to the QTI files themselves, but is not able to support the integration process. Your assessment platform provider should be able to assist with  QTI file integration.

*The Amplify NGSS Benchmark Assessments are separate from the Amplify Science program. They were not created by the Lawrence Hall of Science.

Current customers

If you are a current NGSS Benchmark assessment customer looking for information about the assessments, see this help page.

Assessment structure and scoring

Structure
Each assessment is structured in two segments, and designed to be administered in a 90 minute session.

  • Segment A: a sequence of multiple choice questions
  • Segment B: a series of performance tasks, short responses, and multiple choice questions

Grades 3–5 have 4 benchmark assessments per grade, with 14–15 items per assessment.

Grades 6–8 have 3 benchmark assessments per grade, with 25–26 items per assessment. Grades 6–8 can be structured to follow either an integrated or a discipline/domain model.

Scoring
Each NGSS dimension is tested by a minimum of 3 items per grade level. Reporting categories are defined at multiple levels, including individual NGSS dimensions and Performance Expectations.

Each item carries a recommended value of 1–3 points, and each assessment is accompanied by a teacher Scoring Guide that details for each item:

  • NGSS standards alignment
  • Depth of Knowledge (DOK)
  • Answer Key
  • Item Type
  • Recommended score

Sample Assessment Items

Grade 3 Benchmark Assessment Form D

Grade 5 Benchmark Assessment Form D

Earth and Space Science Benchmark Assessment Form A

Frequently asked questions

Question Answer

Are the Benchmarks aligned with Amplify Science unit content?

Not exactly. Amplify provides a recommended placement for Benchmark assessments after particular sets of units in the Amplify Science sequence, based on general standards coverage in those units. The content of the Benchmarks is more broadly tied to the NGSS dimensions and performance expectations, rather than the specific content/phenomena of the Amplify Science units. These recommendations are visible on the Benchmark Assessments page for current customers.

Can the Benchmarks replace the Amplify Science curriculum assessments?

Definitely not! The pre-unit, critical juncture, and post-unit assessments embedded in the Amplify Science curriculum are designed to assess students’ progress toward the learning goals (the progress builds and phenomena) specific to each unit.

In contrast, the Benchmark assessments were designed to measure student progress toward the NGSS dimensions and performance expectations ahead of end-of-year tests. Benchmarks should NOT be graded, or used in place of the unit assessments.

How can I access the Benchmarks?

If your school or school district has purchased Amplify Science, the app will be linked in your Global Navigation Menu (see screenshot below). That page contains information on administering the Benchmarks on all available platforms, as well as links to download any files you might need, such as printable PDFs.

Screenshot of an educational website for 3rd grade science featuring menu icons for various modules like "library", "gradebook", and sections on "inheritance", "weather and climate".

Welcome to the Amplify CKLA 3rd Edition program review site!

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What’s new

The Tech User Manual has been updated for EOY.

About mCLASS in Louisiana

The Louisiana Department of Education is committed to providing literacy instruction for all by:

  • Aligning core curriculum, instruction, and assessments with the Science of Reading.
  • Providing appropriate literacy interventions to address difficulty with reading development.
  • Implementing practices based on the Science of Reading in every classroom, every day.
  • Offering aligned resources to parents, guardians, and family members.

Built on decades of research at the Center on Teaching and Learning at the University of Oregon (a national center for early childhood assessment and instruction), the mCLASS suite meets Louisiana’s early literacy goals for its students with a robust core curriculum and a suite of reporting, grouping, lesson, and caregiver support features.

DIBELS measures at each grade level 
Measure Grade K Grade 1 Grade 2 Grade 3
Letter naming fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
Phonemic segmentation fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.    
Nonsense word fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Word reading fluency A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Oral reading fluency   A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Maze (basic comprehension)     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

Enrollment resources

EOY enrollment timeline: 

  • 3/3- 3/17: Admin Portal closed 
    • Students and staff are still able to log into mCLASS
    • Students are still able to assess Progress Monitoring
    • No EOY assessments taking place at this time 
    • Data Reporting (classroom and aggregate reports) is still available
  • 3/18: Admin Portal reopens 
  • 4/1: EOY begins

Student Transfers:

For instructions on transferring students into a district from a different district within the state, see the Transferring Students section of the Test Coordinator Manual: K–3 EOY.

To add students to your district who are transferring to your school from outside of LDOE, please follow the process in the Enrolling Students section of this article.

End of Year and G3 Summer window resources

  • Test Coordinator Manual (District and School Test Coordinators only): This manual provides instructions for administrative tasks for DTCs and STCs.
  • Test Administrator Manual for the Secure K–2 End of Year Literacy Assessment: This manual for Test Administrators provides instructions for administering the secure EOY assessment.
  • Test Administration Manual: Grade 3 End of Year Literacy Assessment:  This manual for Test Administrators provides instructions for administering EOY assessment to Grade 3 students.
  • Tech User Guide: This manual for District and School Technology Coordinators provides instructions for installing the safe browser (Windows/Mac) or kiosk mode applications (Chromebook) needed for secure EOY assessment.
  • Accessibility and Accommodations Manual: This manual includes information about the accessibility features offered for secure EOY assessment, as well as the standard DIBELS 8th Edition Accommodations.
  • For information about student demographics in the Admin Portal, see LDOE Admin Portal: Demographics.
  • New Troubleshooting for ChromeOS Kiosk Mode guide is available for Technology Coordinators supporting Test Administrators who encounter an error message when launching the Chrome kiosk mode applications.

How to: Install the Safe Exam Browser

This section provides instructions for installing the Safe Exam Browser (SEB), which is needed to assess K-2 students during EOY in Louisiana. Depending on your device type, download the SEB app from the Apple App Store or this site.

If you are using a Chromebook, you will use kiosk mode instead of the SEB. The Tech User Guide includes instructions for installing the applications needed to use kiosk mode, as well as instructions for installing the SEB and additional information to set up devices for secure End of Year (EOY) assessment.

Windows

Browser: Chrome (latest 2 versions)

iPad

  • Navigate to Safe Exam Browser in the App Store on your iPad.
  • Tap the Safe Exam Browser app icon to open the app page.
  • Tap Get to download and install the app.
  • For instructions on installing the SEB, see the Tech User Manual.

macOS

  • Download the DMG file.
  • Depending on your browser, a download page may open in a new tab, displaying the download progress. When the download is complete, close the tab. 
  • For instructions on installing the SEB, see the Tech User Manual.

Progress Monitoring

This guide provides instructions for administering progress monitoring (PM) assessments in Louisiana schools. 

Please note that the steps for accessing and administering PM assessments are different for schools with an mCLASS Intervention license than for schools that do not have an mCLASS Intervention license.

Amplify Tutoring: HDT driven by mCLASS data

An adult and child sit at a table, smiling and giving each other a high five. The child wears blue headphones and a laptop is on the table. The background is light blue.

Grounded in evidence-based practices and taught by caring, consistent tutors, our high-impact tutoring programs use high-quality instructional materials and data-driven mCLASS® products to empower students.

  • Data-driven, personalized instruction
  • Research-backed solutions tailored to support your MTSS framework
  • Customizable–before, during or after school year-long, semester-long and summer programming
  • Comprehensive program management and staffing support

Professional development

Amplify professional development (PD) provides learning experiences that intentionally develop the knowledge and skills you need for effective and self-sustaining implementation.

Go to the PD Library to access self-paced online courses, webinar recordings, videos, and more to help you learn how to administer and score the assessment and develop a deeper understanding of reporting and instruction.

If you are interested in purchasing additional PD for your school or district, please reach out to your account executive.

Additional mCLASS information

mCLASS gives you instant results and clear next steps for each student. Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

View the EOY mCLASS Reporting Guide to learn more.

View the BOY/MOY mCLASS Reporting Guide to learn more.

Additional resources around mCLASS reporting can be found by navigating to the Programs & Apps section and then selecting PD Library

Graph showing emma ashley's progress in letter sounds from august to may, starting well below benchmark at 20, reaching 74 by december, and surpassing the benchmark with 90 in may.

To continue your own professional learning around the Science of Reading, join your colleagues who’ve subscribed to our podcasts and communities!

Science of Reading: The Podcast delivers the latest insights from researchers and practitioners in early reading. Further your professional development with each episode by subscribing and downloading now.

Science of Reading: The Community is built for those committed to fostering conversation around the Science of Reading and implementing best practices in the classroom (including the virtual classroom).

What does classroom instruction look like when it is based on Science of Reading practices? We’ve outlined a Science of Reading action plan to guide your evaluation in our new FREE ebook, Science of Reading: Making the shift.

A presentation slide titled "Science of Reading: Making the shift" with subtitle "Surveying classroom instruction" and colorful ribbon graphics.

The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to help students at home during remote learning. Our mCLASS parent/caregiver letters in English and Spanish ensure that families know how to best support their students.

Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

mCLASS support

Our chat agents are standing by to assist you!
Simply log in at my.amplify.com/login/louisiana and select the orange button in the lower right corner to chat live with our support team.

Important note:
Our support hours are Monday through Friday, 7 a.m. to 6 p.m. CT.

Check out the DIBELS 8 LDOE Help Center for more help at any point during implementation.

A laptop screen displaying the AmplifyELA program with sections for different grade levels and core units, featuring colorful icons and a menu on the left side.

Additional Amplify products

Get in touch with us to learn more about bringing other high-quality Amplify programs to your school or district.

Amplify Tutor Fingerprinting

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Welcome, Minnesota Educators!

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Welcome to Amplify CKLA 3rd Edition, Utah Reviewers!

We’re excited to share everything you need to review Amplify CKLA 3rd Edition, our K–5 core literacy program. On this site, you’ll find a comprehensive collection of resources and overviews to get you started, as well as a range of materials to explore the program, including Teacher Guides, Activity Books, Student Readers, and more, organized by grade and unit.

Please note that the files on this site are static representations of the high-quality materials you’ll review on the digital platform.

Reviewer resources

Access key materials designed to support your review of Amplify CKLA 3rd Edition.

Digital platform access

Amplify CKLA’s all-in-one platform offers essential tools that streamline instruction for teachers and engage students with meaningful content.

In order to access your digital materials, you’ll need to log into our platform using your unique login credentials found on the Start Here flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Start Here flyer.

The video below will provide you with instructions on how to access and navigate the digital platform.

Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games within the CKLA digital platform. The digital experience includes:

Presentation Screens
Deliver interactive lessons with ready-made, customizable slides for every lesson.

Auto-scored digital assessments
Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

Standards-based reports
Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

Skill-building practice games
Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

eReader
Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

Sound Library
Students watch articulation videos and listen to songs for each sound to support phonological awareness.

Vocab App
Helps students in Grades 3–5 practice Amplify CKLA Tier 2 vocabulary words with fun, interactive games.

Intervention Toolkit
Offers user-friendly resources designed to aid educators in identifying and addressing deficiencies in students’ foundation skills.

Kindergarten

Explore all available resources for Kindergarten, organized by strand and unit.

Knowledge Strand

Unit 1: Star Light, Star Bright: Nursery Rhymes and Fables

Unit 2: See, Hear, Smell, Taste, Touch: The Five Senses

Unit 3: Underdogs and Heroes: Stories

Unit 4: See How They Grow: Plants

Unit 5: Moo, Cluck, Oink: Farms

Unit 6: Deep Roots: Introduction to Native American Cultures

Unit 7: All Around the World: Geography

Unit 8 (Choice): Royal Tales: Monarchs

Unit 8 (Choice): National Icons: Presidents and American Symbols

Unit 9 (Choice): Our Planet: Taking Care of the Earth

Unit 9 (Choice): Rain and Rainbows: Seasons and Weather

Unit 10: Shaped by Nature: Art and the World Around Us

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Grade 1

Explore all available resources for Grade 1, organized by strand and unit.

Knowledge Strand

Unit 1: The Moral of the Story: Fables and Tales

Unit 2: From Nose to Toes: How Your Body Works

Unit 3: Common Threads: Different Lands, Similar Stories

Unit 4: Reach for the Stars: Astronomy

Unit 5: Charting the World: Geography

Unit 6: A World of Homes: Animals and Habitats

Unit 7: A New Nation: American Independence

Unit 8 (Choice): Once Upon a Time: Fairy Tales

Unit 8 (Choice): Our Planet: The History of the Earth

Unit 9 (Choice): From Babylon to the Nile: Early World Civilizations

Unit 9 (Choice): Early Americas: Maya, Aztec, and Inca

Unit 10: Adventure Stories: Tales from the Edge

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Ancillary Components

 

Grade 2

Explore all available resources for Grade 2, organized by strand and unit.

Knowledge Strand

Unit 1: Fortunes and Feats: Fairy Tales and Tall Tales

Unit 2: The Birthplace of Democracy: Ancient Greece

Unit 3: Legends and Heroes: Greek Myths

Unit 4: Our Planet: Cycles in Nature

Unit 5: Butterflies, Bees, and Beetles: Insects

Unit 6: A House Divided: The American Civil War

Unit 7: Sounds and Stanzas: Poetry

Unit 8 (Choice): Journeys to America: Immigration

Unit 8 (Choice): Making a Difference: Creating Change

Unit 9 (Choice): Building Blocks: All About Nutrition

Unit 9 (Choice): Early Asian Civilizations: India and China

Unit 10: Taking Flight: The Age of Aviation

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Ancillary Components

   

Grade 3

Explore all available resources for Grade 3, organized by unit.

Core Units

Unit 1: Timeless Tales: Classic Stories

Unit 2: Fur, Fins, and Feathers: Animal Classification

Unit 3: Rhythm and Rhyme: Poetry

Unit 4: Rise and Fall: Ancient Rome

Unit 5: Our Solar System and Beyond: Astronomy

Unit 6: Regions and Cultures: Native Americans

Unit 7 (Choice): Novel Study: Charlotte’s Web

Unit 7 (Choice): Novel Study: Stella Díaz Has Something to Say

Unit 8 (Choice): Systems and Senses: The Human Body

Unit 8 (Choice): From Glow to Echo: Light and Sound

Unit 9: From Blues to Bebop: All That Jazz

 

Supplemental Skills

Grade 3 Skills resources are included in core classroom kits, although the instruction isn’t required for Grade 3 standards coverage.

Unit 1

Unit 2

Unit 3

Unit 4

 

Grade 4

Explore all available resources for Grade 4, organized by unit.

Unit 1: My Story, My Voice: Personal Narratives

Unit 2: Knights and Castles: Europe’s Middle Ages

Unit 3: Meaning and Metaphor: Poetry

Unit 4: Eureka! Student Inventor

Unit 5: Our Planet: Geology

Unit 6: Road to Independence: The American Revolution

Unit 7 (Choice): Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Unit 7 (Choice): Novel Study: The Season of Styx Malone

Unit 8 (Choice): Crafting Stories: A World of Tales

Unit 8 (Choice): Adventure on the High Seas: Treasure Island

Unit 9: Inspiration and Ingenuity: American Innovation

 

Grade 5

Explore all available resources for Grade 5, organized by unit.

Unit 1: In My Own Words: Personal Narratives

Unit 2: Early Americas: Maya, Aztec, and Inca

Unit 3: Visions in Verse: Poetry

Unit 4: A Knight’s Tale: Don Quixote

Unit 5: The Deep Blue World: Oceans

Unit 6: Cultures and Histories: Native Americans

Unit 7 (Choice): Novel Study: The Phantom Tollbooth

Unit 7 (Choice): Novel Study: The Science of Breakable Things

Unit 8 (Choice): Arts and Culture: The Renaissance

Unit 8 (Choice): Through the Forest: A Midsummer Night’s Dream

Unit 9: Building Up the World: Global Architecture

Welcome to the Amplify CKLA 3rd Edition program review site!

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Welcome to the Amplify CKLA 3rd Edition program review site!

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Amplify integrations

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Welcome, North Carolina educators!

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Welcome, North Carolina educators!

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Amplify Desmos Math for San Diego

Hello San Diego math educators,

Welcome to Amplify Desmos Math! We’re confident you’ll find this to be a powerful and effective program for getting all your students talking and thinking about math concepts together.

On this site, you’ll find a variety of resources to guide you in learning more about what Amplify Desmos Math has to offer. 

A laptop displays a math activity showing a dinosaur-shaped car on a grid and a tunnel with a height restriction sign and a tree.

Figuring out Problem-Based Learning

Figuring out how to implement a problem-based learning approach to mathematics can be fun and challenging. Rest assured that you will not be alone on this journey. Amplify will be by your side every step of the way.

In the short videos below, Fawn Nguyen (Amplify Math Specialist, Former Math Coach and Teacher) and John Hoogestraat (Desmos Product Specialist, Former Math Coach and Teacher) share their thoughts about the power of Amplify Desmos Math.

Promotional graphic with the text “Figure it out with Fawn and John” and photos of a smiling man and woman in circular frames.

Amplify Desmos Math: Supporting Math Practices

Amplify Desmos Math: Teacher Time-Saving Tools

Amplify Desmos Math: Capturing Student Thinking

Amplify Desmos Math: What a Classroom Looks and Sounds Like

About Amplify Desmos Math

Amplify Desmos Math, based on the highly-rated Illustrative Mathematics curriculum IM K–12 Math™, is designed around the idea that a core math curriculum needs to serve 100 percent of students in accessing grade-level math every day.

By joining forces with Desmos Classroom, Amplify is changing the conversation around math instruction—for both students and teachers.

  • Engaging, discourse-rich math lessons that are easier to teach.
  • Flexible, collaborative problem-solving experiences both online and off.
  • Real-time insights that make student thinking more transparent.
amplify math middle schoolers in classroom

Program highlights

Taking the IM content further

Planning for instruction

To start using Amplify Desmos Math quickly in your classroom, check out the following onboarding videos, guide, and planning resources. They cover what you need to know to get started fast.

Onboarding videos and guides

Standards Correlation

Screenshot of an educational website's dashboard, displaying colorful banners for math 6, math 7, math 8, and algebra 1 courses under the featured collections section.

Lesson Sampler

Amplify Desmos Math delivers the instructional power of student-centered learning packaged in a lesson format that is teacher-friendly and manageable.

With easy-to-follow instructional support, implementing a problem-based program becomes more effective and enjoyable for both you and your students. Paired with the Desmos Classroom digital experience, math class becomes fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understandings.

A desktop screen displaying various educational graphs and charts, including trajectory and bar graphs, with icons and text details related to Desmos math lessons.

Additional features

Universal design

Every student is brilliant, and every student has brilliant mathematical ideas worth sharing and cultivating. Incorporating principles of Universal Design for Learning (UDL) into lessons brings their brilliance to the forefront. UDL is a research-based framework designed to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

A feedback form with two questions, "How well did you understand the math in this lesson?" and "How did you feel about learning math in this lesson?" with corresponding emoji options for responses, perfectly complements the New York Math curriculum.

Diversity and representation

Helping students develop strong, healthy, and flexible math identities is a cornerstone of our program. Throughout the curriculum, students will be taught that they themselves are mathematicians, that today’s math was largely shaped by a diverse range of mathematicians who deserve to be learned about, and that learning is never finished.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Assessments

Less exciting, but essential for learning—assessments. Amplify Desmos Math will feature a robust variety of formative and summative assessments, including: readiness checks, exit tickets, quizzes, end-of-unit tests, benchmarks, and CAASPP practice.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Reporting

Not only will our reports show progress toward standards mastery, they will include detail on how students performed against the standard in the past and how many more encounters are yet to come. This feature alone helps teachers prioritize instruction and intervene with additional resources when necessary.

A computer screen displays a New York math skills tracking interface, highlighting standard 6.EE.C.9, with progress indicators and a class average score of 74% shown in a yellow pie chart.

Featuring Desmos Math 6–A1

Desmos Math 6–8 is based on the highly rated IM K–12™ curricula from Illustrative Mathematics. It has also earned a perfect all-green rating by EdReports.

Read the review on EdReports.

Unlike other IM-based lessons, ours require less prep and are easier to teach. Plus, our more visually rich activities and engaging on-ramps to learning make our lessons accessible to all students.

Digital educational slide adhering to the core curriculum, showcasing a fishbowl on a table, clock on the wall at 8:00, and window with curtains, next to a math problem about

Desmos Classroom digital lessons

Digital lessons should be powerful in their ability to surface student thinking and spark interesting and productive discussions. We’ve joined forces with Desmos Classroom to bring this vision to life with a complete library of interactive, collaborative lessons.

Screenshot of an educational module titled "Balloon Float" on Desmos Classroom. It focuses on proportional relationships with tables and lists goals related to quantities, patterns, and numerical relationships.

Engaging student experience

Relevant content and interactive math tools create an intuitive and engaging student experience. Plus, working together in real-time allows students to see that communicating their ideas and learning from each other are important parts of math class.

A screenshot of an educational software showing a turtle race. Users write equations for four turtles to determine their speed. Lane 4 is empty, waiting for an equation to be written. Graph and table included.


Visibility into student thinking

Imagine having more visibility into your students’ mathematical thinking. Now imagine students have access to this same information. With our collaborative lesson interface and teacher dashboard, students can’t hide. What’s more, they have visibility into the thinking of their peers—exposing them to a wider variety of approaches to solving the same problem.

Laptop screen displaying an illustrative mathematics pattern on a grid in a graphics editing software interface, with annotations and tool icons visible.

Ready-to-teach lessons

Each grade-level includes 150 ready-to-teach lessons complete with slides, step-by-step teaching notes, suggested student and teacher responses, tips for incorporating instructional routines, support for developing mathematical language, and links to useful resources. Teachers can also control what slides students see, giving teachers the ability to control the pace of the lesson to suite the needs of the class.

A screenshot displays a Pizza Maker educational tool. Four pizzas are shown, and a question about oven temperature for multiple pizzas is posed. Various student responses are visible below.


Looking for help?

Our chat agents are standing by to assist you!
Simply log in at learning.amplify.com and click the orange button in the bottom right corner to chat live with our support team.

Important to Note
Our support hours are Monday through Friday, 4 a.m. to 4 p.m. PT.

Don’t have a login yet?
Email us: help@amplify.com
Call us: +1 (800) 823-1969

A laptop screen displays a curriculum dashboard with a list of core units and colorful thumbnails for a sixth-grade ELA program.

State-approved | Grades 6–8 and Algebra 1

Amplify Math for Oregon

Dear Oregon math educators,

We’re honored that you’re reviewing Amplify Math for use with your middle school students.

We’re confident you’ll find this Oregon-approved program to be a powerful tool for getting all your students talking and thinking about math concepts together.

On this site, you’ll find a variety of resources to guide you in your review, including demo account access. We look forward to meeting you and showing you what makes this program so unique.

Kristen Rockstroh
Oregon Account Executive

A miniature model of a yellow bus with a

Virtual Caravan Stop

Amplify Math isn’t your traditional core math program. It’s different to make a difference—and the results are simply undeniable. Watch our virtual caravan presentations to the right and learn about the research-based approaches built right into this high-quality solution. Plus, see how Amplify Math brings student-centered learning to life for students in grades 6–8.

What it is

Amplify Math is a brand-new program based on the highly-rated Illustrative Mathematics curriculum IM K–12 Math™️.

It’s designed around the idea that a core math curriculum needs to serve 100 percent of students in accessing grade-level math every day. To that end, Amplify Math delivers:

  • Engaging, discourse-rich math lessons that are easier to teach.
  • Flexible, social problem-solving experiences both online and off.
  • Real-time insights, data, and reporting that inform instruction.
amplify math middle schoolers in classroom

How it works

Amplify Math delivers the instructional power of student-centered learning packaged in a lesson format that is easy and manageable. With easy-to-follow instructional supports, implementing a problem-based program becomes more effective and enjoyable for both you and your students. Paired with our digital experience, math class becomes fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understandings.

A laptop displays geometric shapes in a teaching demo. Nearby, a separate document with text and diagrams is visible.

Featuring Desmos and more

Laptop screen displaying an educational graphic about "relationships of angles" on the Mathematics Curriculum platform named Amplify Math by Desmos.

Desmos digital lessons

Imagine having more visibility into your students’ mathematical thinking. Now imagine students have access to this same information. With Amplify Math’s collaborative lesson interface and teacher dashboard, students can’t hide. What’s more, they have visibility into the thinking of their peers—exposing them to a wider variety of approaches to solving the same problem.

A computer screen shows a student response interface, displaying a comment explaining why a square is a type of rectangle.

Engaging student experience

Power-ups provide just-in-time support to help student strengthen pre-requisite skills before engaging in whole-class activities. Power-ups ensure all students have a chance to experience success in the day’s lesson even if they might be several years behind. Not teaching online? They’re available in the Teacher Edition, too.

A laptop screen displays a grid of class members' names with checkmarks and X symbols, indicating progress or completion status in an online learning platform.

Ready-to-teach lesson slides

Every lesson of Amplify Math includes ready-to-teach lesson slides complete with step-by-step teaching notes, suggested student and teacher responses, options for differentiating instruction, links to useful resources, and tips for supporting students through common trouble-spots. Teacher can also customize their lesson slides, adding their own flavor, flair, and favorite problems—enabling them to truly make the lesson their own.

A laptop screen displays an educational interface with a colorful geometric shape, shape options to choose from, and instructional text on the right side.

Presentation sync and student pacing

Being able to control what slides students see and when gives teachers the ability to control the pace of the lesson to suite the needs of the class. When Presentation Sync is turned on, students can access all the slides in the lesson. When it’s off, it ensures students’ screens follow the teacher’s. Teachers can also set a range of slides, which allows students to work at their own pace within the unlocked slides only.

A laptop displays an educational interface with a decimal lesson, pop-up notification, and navigation bar showing multiple open slides at the bottom.

Access demo

Ready to explore the program? Follow these simple instructions to access our program digitally.

  • Watch the video to the right or use this document to learn how to navigate our print and digital components.
  • Click the Access demo button.
  • Select Log in with Amplify.
  • Enter this username: t.ormath@tryamplify.net
  • Enter this password: AmplifyNumber1
  • Select your grade level.
  • Explore any of the six units.

Contact us

Support is always within reach. Our team is dedicated to supporting districts across Oregon and can be reached at any time by emailing HelloOregon@amplify.com or by calling us directly.

Kristen Rockstroh, M.Ed.

Account Executive

Districts under 4,700 students

(480) 639-8367

krockstroh@amplify.com

Fawn Nguyen

Math Specialist

(805) 328-1115

fnguyen@amplify.com

Lynne Kraus

Educational Consultant

(503) 989-3533

lkraus@amplify.com

A woman with shoulder-length brown hair smiles in front of a tree, wearing a white top.

Gregg Ritchie

STEM Specialist

(503) 312-7013

gritchie@amplify.com

Cassondra Kauppi

STEM Specialist

(503) 310-8798

ckauppi@amplify.com

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Technology integrations

Amplify creates products that work well in classrooms and save educators time. To do that, we support interoperable data standards that help our products integrate with a variety of systems used by schools and districts.

Integration partners

Learn more about our integration partners for rostering, Single Sign-On (SSO), Learning Management Systems, and more.

Logo of Agilix Labs Buzz featuring the words "Agilix Labs" in pinkish-red and "Buzz" in orange, with a stylized text design.

Agilix Buzz

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on by accessing Amplify directly through Agilix Buzz and by syncing grades from applicable Amplify products to Agilix Buzz.

A logo with a red circular design, next to the text "CANVAS" in red and "BY INSTRUCTURE" in blue.

Canvas

Amplify provides single sign-on for direct access to our products through Canvas and enables grade sync from Amplify to Canvas for applicable products.

Logo featuring a cloud with a figure inside, next to the word "ClassLink" in blue text.

Amplify programs work with ClassLink to provide rostering and single sign-on solutions.

The image shows the word "Clever" in bold blue text on a plain white background.

Clever

Amplify programs work with Clever to provide rostering and single sign-on solutions.

Text reading "D2L" with a green underline beneath the "2" on a white background.

D2L

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on and by accessing Amplify directly through D2L.

The image shows the word "SchoolDay" with "School" in blue and "Day" in orange, partially enclosed by an orange circular line.

SchoolDay

Amplify programs work with SchoolDay to provide rostering and single sign-on solutions.

Google Classroom logo depicting a stylized chalkboard with three user icons.

Google

Amplify programs work with Google to provide rostering and single sign-on solutions. Additionally, our system integrations let teachers assign and share content from applicable Amplify programs to students in Google Classroom.

Logo displaying the words "SAFARI MONTAGE" in bold black and blue text.

Safari Montage

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on and by accessing Amplify directly through Safari Montage.

Logo of PowerSchool with the text "Personalized Education for Every Journey" in blue on a white background.

Schoology

Teachers, students, and administrators can enjoy a more seamless experience through single sign-on, by accessing Amplify products directly through Schoology, and by syncing grades from applicable Amplify products to Schoology.

Amplify supports these integrations in alignment with our Data Privacy and Security Practices.

Certifications

Amplify is proud to help improve interoperability across the edtech community as a contributing member of the 1EdTech Consortium. We have earned a variety of certifications that enable Amplify products to adhere to interoperable standards.

A blue and orange shield badge labeled "1EdTech TrustEd Apps Certified Data Privacy.
1EdTech TrustEd Apps Certified logo featuring a circular arrow graphic above the certification text.
A teal badge displaying a unicorn icon, the text "Tier 4," and a ribbon labeled "DP Project Unicorn.

Are you an Amplify customer?

For access to interoperability information, contact the customer care and support team or +1 (800) 823-1969.

Want to learn more? Reach out to Sales.

CONNECT WITH A PRODUCT EXPERT.

Website Privacy Policy

Last Modified:  February 2026

Update: February 2, 2026: This Privacy Policy has been updated to address additional rights for individuals in the European Union/UK.

Below is the Website Privacy Policy for the amplify.com site (“Privacy Policy”). For purposes of clarity and as further outlined below, this Privacy Policy does not apply to student data. You can visit this page to read about the principles and policy governing student data collected and maintained on behalf of our school customers.

We advise you to read this Privacy Policy in its entirety, including the jurisdiction-specific provisions in the appendix. Our Notice at Collection for California Residents is available in the Notice for our California Customers.

Who We Are / What This Privacy Policy Covers

Amplify Education, Inc. (“Amplify”) recognizes the importance of protecting the privacy and security of your personal information. This Privacy Policy describes our practices in connection with information that we may collect through your use of this website (the “Site”).

This Privacy Policy does not apply to Amplify’s handling of:

  • student data or other information collected from users of Amplify’s products that support classroom instruction and learning, which are governed by our Customer Privacy Policy.
  • staff or applicant data that we process in accordance with our staff or applicant privacy notice, respectively.

If you have any question as to what legal agreement or privacy policy controls the collection and use of your information, please contact us using information below in the Contact Us section.

This Privacy Policy is incorporated into and is subject to our Website Terms of Use, which governs your use of the Site.

Our Role: We are the controller of all personal information (as defined below) that we receive through our Site and can be reached by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.

1. What personal information do we collect?

When you visit and / or interact with our Site, we may collect the following information about you that, alone or in combination, could be used to identify you or your device (“personal information”):

  • Contact Information, such as name, district / school name, professional affiliation, title / role, email address, shipping address, address and phone number.
  • Account Information, such as customer user login and password. 
  • Demographic Information, such as age and gender.
  • Information You Submit, such as information voluntarily provided on message boards, feedback sections, and other public areas of the Site.
  • Site Activity Information, which is collected when you access and interact with the Site, we and our Service Providers (as defined below) may collect certain information about those visits. For example, we or our Service Providers may receive and record information about your computer and browser, including your IP address, browser type, and other software or hardware information. If you access the Site from a mobile or other device, we may collect a unique device identifier assigned to that device, or other characteristics of the device hardware, operating system and configurations for that device. On certain pages of the Site, we may use third party tools to help us look at mouse movements, clicks, keystrokes, data or text entered, and the pages you visit.
  • Location Information, such as state, country and / or zip code, which we use to help us customize your experience, as well as to help us facilitate your privacy rights.
  • Audio, electronic, visual, or similar information: such as customer service interactions, call recordings, chat transcripts, files you attach, and email, text, or other correspondence.

If you make a purchase through our online store, you may provide payment and other information directly to our third party e-commerce platform to complete your purchase.

We ask that you not send us, and you not disclose, any government identifiers (such as social security numbers) or information related to racial or ethnic origin, health, or criminal background on or through the Site or otherwise.

2. Where/How do we collect personal information?

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

  • Product Information and Newsletters. When you submit a request to obtain information about our products, services or other informational material or subscribe to one of our newsletters, you may be asked to submit information such as name, professional affiliation, email address, company name, address and phone and details on your query or interests in our products and services. This information is collected to help us process your request.
  • Customer Support. When you submit a form to contact our customer service, you may be asked to submit information such as name, e-mail, district, customer user login and password and details on your query. In addition, some features of our Site, such as our customer live chat functionality or other customer service systems may allow you to voluntarily provide personal information to us. This information is collected to help us process your request. Please only provide what is needed to facilitate the support request.
  • Product Orders. If you use e-commerce areas of our Site to order our products, we request information from you on our order form. To purchase products through the Site, you must provide contact information (such as name and shipping address) and financial information (such as credit card number). This information is used for billing purposes and to fill your orders. We will also use this information to contact you to confirm your order or to inform you of any issues or delays.
  • Registration. You may be asked to submit information to use certain parts of the Site (such as posting comments on certain areas of the Site), register for an event or webinar, or view restricted content that may be available on the Site. For instance, you may be asked to provide your name, email address and event or webinar-related preferences to help us process your registration or content request.
  • Public Areas and Discussion Forums. Any information you share in public areas, such as message boards or feedback sections, becomes public. Please be careful about what you disclose and do not post any personal information that you expect to keep private.
  • Contests and Sweepstakes. When we run a contest or sweepstakes relating to the Site or Amplify, it will be accompanied by a set of rules. The rules for each contest/sweepstakes will specify how the information gathered from you for your entry will be used and disclosed.

As you visit or use our Site, we may collect Site activity information through cookies and similar technologies.

  • Cookies, Pixels, and Other Tracking Technologies. Cookies and other tracking technologies (such as pixels, beacons, and Adobe Flash technology) are small data files that are placed on your computer or mobile device when you visit a website. They allow the website or mobile app to remember your actions and preferences over a period of time. We use the following types of cookies:
    • Strictly necessary cookies – These are cookies that are required for the operation of our Site. They include, for example, cookies that enable you to log into secure areas of our Site. These cookies are not generally stored beyond the browser session and are less likely to include personal information. This category of cookies cannot be disabled.
    • Functionality Cookies – We use these cookies so that we recognize you on our Site and remember your previously selected preferences. These cookies are stored on your device between browsing sessions but expire after a pre-defined period. These cookies enable our Site to “recognize” you when you use our Site, including your preferences such as your preferred language , time, and location. A mix of first party (placed by us) and third-party cookies (placed by third parties) are used.
    • Analytics Cookies – These cookies help us and our Service Providers compile statistics and analytics about users of the Site, including Site Activity Information. For example, we use Google Analytics to help us understand how users interact with the Platform. Google Analytics uses cookies to track your interactions with the Site, then collects that information and reports it to us. This information helps us improve the Site so that we can better serve you. To learn more about Google Analytics, visit https://support.google.com/analytics/answer/6004245?hl=en. If you wish, you can opt-out of Google Analytics by installing the Google Analytics Opt-out Browser Add-on, available on https://tools.google.com/dlpage/gaoptout.
    • Advertising Cookies – We use these cookies to collect information about your visit to our Site, the content you viewed, the links you followed and information about your browser, device, and your IP address. We sometimes share some limited aspects of this data with third parties for advertising purposes. We may also share Site Activity Information collected through cookies with our advertising partners. This means that when you visit another website, you may be shown advertising based on your browsing patterns on our Site.

For information on how to opt-out of these technologies, please see What Choices Do You Have? below.

  • Social Plugins. Certain areas of our Site permit you to utilize social media functionality, such as the Facebook “Like” or Google “+1” buttons (“Social Plugins”). To use a Social Plugin, you must authorize the third-party provider of that Social Plugin, e.g. Facebook or Google, to access, collect, and/or disclose your information related to your use of that Social Plugin, subject to that company’s privacy policies, which may differ from this Privacy Policy. In addition, such providers may be able to collect information about you, including your activity on the Site, and they may notify your connections on their social networking platform about your use of the Site. Such services may also employ unique identifiers that allow your activity to be monitored across multiple websites for purposes of delivering more targeted advertising to you.

Amplify also receives information from other sources.

  • Information from Other Sources. We may supplement any information we collect via this Site with information from publicly or commercially available sources.

3. How do we use personal information?

We may use any personal information and other information we collect from and about you for the following purposes and as described elsewhere in this Privacy Policy:

  • To provide and manage the Site. We use the personal information we collect from and about you to provide the Site and features to you, including to measure and improve its services and features, to personalize your experience by delivering relevant content, to deliver marketing messages, to allow you to comment on content, to provide you with customer support, and to respond to inquiries. We may also use and disclose aggregate or anonymous data about your use of and activity on the Site to assist us in this regard and for any other purpose.
  • To contact you. Amplify may periodically send promotional materials (e.g., newsletters) or notifications related to the Site and to Amplify’s business to the contact information you provided to us at registration.
  • To improve our products and services. We may use your personal information for our business purposes, such as data analysis, audits, developing new products and services, enhancing the Site, improving our services, identifying usage trends, and determining the effectiveness of our promotional campaigns.
  • For marketing and advertising. We may use your personal information to help us market our products to you or your school district.

4. To whom do we disclose personal information?

We may disclose any personal information and other information we collect from and about you for the following purposes and as described elsewhere in this Privacy Policy:

  • To share with our affiliated education companies. Amplify may share your personal information with Amplify’s affiliated education companies for the purposes described in this Privacy Policy.
  • To allow service providers to assist us. We may engage third party service providers, agents and partners (“Service Providers”) to perform functions on our behalf, such as analytics, credit card processing, shipping or stocking orders and providing customer service. We may disclose your personal information to such Service Providers to enable them to assist us in these efforts.
  • To allow our marketing and advertising partners to assist us. We may engage marketing and advertising partners to help us market and advertise our products and services, including via digital ads sent in connection with your visit to the Site. We may disclose Site Activity information, as well as contact information and other aggregate insights to such partners to enable them to assist us in these efforts.
  • To protect the rights of Amplify and our users. There may be instances when Amplify may disclose your personal information, in situations where Amplify has a good faith belief that such disclosure is necessary or appropriate in order to: (i) protect, enforce, or defend the legal rights, privacy, safety, operations, or property of Amplify, our parents, subsidiaries or affiliates or our or their employees, agents and contractors (including enforcement of our agreements, including our terms of use); (ii) protect the rights, safety, privacy, security or property of users of the Site or others; (iii) protect against fraud or for risk management purposes; (iv) comply with the law or legal process, including laws outside your country of residence; (v) respond to requests from public and government authorities, including those outside your country of residence; or (vi) allow us to pursue available remedies or limit the damages that we may sustain.
  • To complete a merger or sale of assets. If Amplify sells all or part of its business or makes a sale or transfer of its assets or is otherwise involved in a merger, transfer or other disposition of all or part of its business, assets or stock (including in connection with any bankruptcy or similar proceedings), Amplify may transfer your personal information to the party or parties involved in the transaction.

5. What rights and choices do you have?

Opt-out of Marketing Communications. If you want to stop receiving promotional materials from Amplify, you can follow the unsubscribe instructions at the bottom of each email. There are certain service notification emails that you may not opt-out of, such as notifications of changes to the Site or policies. If you have additional questions, please contact us using information below in the Contact Us section.

Opt-of Cookies and Similar Tracking Technologies. There are a few ways to opt out or delete cookies.

  • On Your Browser. Most browsers are initially set to accept cookies, but your browser may permit you to change your settings to notify you of a cookie being set or updated, or to block cookies altogether. Please consult the “Help” section of your browser for more information. Please note that by blocking any or all cookies you may not have access to certain features, content or personalization that may be available through the Site. Please also note that you must opt out separately on each device (including each web browser on each device) that you use to access our Site if you wish to opt out, and if you clear your cookies or if you use a different browser or device, you will need to renew your opt-out preferences.
  • Interest-Based Advertising. Some advertisers and marketing companies participate in the self-regulatory programs of the Digital Advertising Alliance (“DAA”) and European Interactive Digital Advertising Alliance (“eDAA”) in connection with online interest-based advertising. DAA and eDAA provide consumers with the ability to opt out of receiving interest-based advertising from their program participants at the following links:

What Rights Do You Have?

6. Security

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

7. Data retention / Deletion

We will retain your personal information for the period necessary to fulfill the purposes outlined in this Privacy Policy unless a longer retention period is required or allowed by law. Even after we have deleted your personal information from our systems, copies of some information from your account may remain viewable in some circumstances – where, for example, you have shared information with social media platforms and other unaffiliated services. We may also retain backup information related to your account on our servers for some time after cancellation for fraud detection or to comply with applicable law or our internal security policies. Because of the nature of caching technology, your account may not be instantly inaccessible to others, and there may be a delay in the removal of the content from elsewhere on the Internet and from search engines.

8. Data Storage and Transfers

We are a United States Company, and our servers are hosted, managed, and controlled by us in the United States. If you are outside of the United States, we use industry standards to protect your data when it leaves your country of residence and your data will always be protected in accordance with this Privacy Policy, Applicable Laws and our Agreement regardless of the storage location.

Additionally, where we transfer your personal information to service providers outside of the United Kingdom (UK), European Economic Area (EEA), or other region that offers similar protections, we use specific appropriate safeguards to contractually obligate such service providers to protect personal information in accordance with Amplify’s commitment to privacy and security and applicable data protection laws.

If you have questions or wish to obtain more information about the international transfer of your personal information or the implemented safeguards, please contact us using the contact information below.

9. External third-party services

The Site may be linked to sites operated by unaffiliated companies, and may carry advertisements or offer content, functionality, games, newsletters, contests or sweepstakes, or applications developed and maintained by unaffiliated companies. Amplify is not responsible for the privacy practices of unaffiliated companies, and once you leave the Site via a link or enable an unaffiliated service, you are subject to the applicable privacy policy of the unaffiliated service.

10. Updates to this policy

Amplify may modify this Privacy Policy. Please look at the Last Revised Date at the top of this Privacy Policy to see when this Privacy Policy was last revised. Any changes to this Privacy Policy will become effective when we post the revised Privacy Policy on the Site. If you do not wish to be bound by the terms of the revised Privacy Policy, you must discontinue your use of the Site.

11. Contact us

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

Email: privacy@amplify.com
Mail: Amplify Education, Inc.
55 Washington St.#800
Brooklyn, NY, 11201
Phone: (800) 823-1969
Attn: General Counsel

Appendix – Supplemental Disclosures

1. Notice for our California Customers

We retain your personal information for as long as you are an active user of our Site or continue to have an account with us, and in accordance with our legal obligations (which may require us to hold information to provide financial and other reporting and to defend against potential claims). If you are a California resident, please see below for information about your rights pursuant to California law.

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

Some of the information described above may be considered “sensitive” under the laws of certain jurisdictions (including payment information and account login credentials (“Sensitive Information”). Whether information is Sensitive Information will depend on the laws of your jurisdiction. We only use Sensitive Information, such as payment information and account credentials for necessary or reasonably expected purposes – specifically, to provide you with our Services (i.e., fulfill purchases and to allow account logins).

Shine the Light

California’s Shine the Light law (Civil Code § 1798.83) permits California residents to request certain information regarding our disclosure of certain categories of personal information to third parties for their own direct marketing purposes in the preceding calendar year. We do not share personal information, as defined by California’s Shine the Light law, with third parties for their own direct marketing purposes.

Notice of Financial Incentive 

 As part of our services, there may be opportunities for you to complete surveys and questionnaires. As an incentive for completing the survey or questionnaire, you can voluntarily provide your personal information, which in turn enters you into a raffle drawing or enables us to provide you with other benefits, discounts, offers, or deals that may constitute a financial incentive under California law (“Financial Incentive”). The categories of personal information required for us to provide the Financial Incentives include: contact information and any other information that you choose to provide when you complete the survey.

Participation is voluntary and you can opt out at any time before your survey is complete.

The value of the personal information we collect in connection with our Financial Incentives is equivalent to the value of the benefit offered.

2. Additional U.S. State Privacy Law Rights

Residents of certain U.S. states have the following rights, regarding your personal information (each of which are subject to various exceptions and limitations):

  • Access. You have the right to request, up to two times every 12 months, that we disclose to you the categories of personal information collected about you, the categories of sources from which the personal information is collected, the categories of personal information sold or shared, the business or commercial purpose for collecting, selling, or sharing the personal information, the categories of third parties with whom personal information was shared, and the specific pieces of personal information collected about you.
  • Correct. You have the right to request that we correct inaccurate personal information collected from you. 
  • Deletion. You can request that we delete your personal information that we maintain about you.
  • Opt-out (Do Not Sell or Share My Personal Information). Under several U.S. state privacy laws, consumers have the right to opt-out of the “sale” of their personal information (defined very broadly to include situations where we provide personal information to partners who provide advertising services to us) and the “sharing” of personal information in connection with the display of targeted advertising across third party websites. While we do not sell your personal information, we do share it in connection with our advertising efforts. Please also note that we do not knowingly sell or share the Personal Information of minors under 16 years of age.

We also honor the Global Privacy Control, a browser-based opt-out signal. We do not respond to other browser-based signals that do not meet applicable state law requirements, which may include older Do Not Track signals.

  • No Discrimination. You have the right not to be discriminated against for exercising these rights.
  • Appeals. You have a right to appeal decisions concerning your ability to exercise your consumer rights. 
  • Submission of Requests. You may exercise the above rights by emailing us at privacy@amplify.com. Note that we may deny certain requests, or fulfill a request only in part, based on our legal rights and obligations. For example, we may retain personal information as permitted by law, such as for tax or other record keeping purposes, to maintain an active account, and to process transactions and facilitate customer requests.
  • Authorized Agent. You may designate an authorized agent to make a request on your behalf. When submitting the request, please ensure the authorized agent identifies himself/herself/itself as an authorized agent and can show written permission from you to represent you. We may contact you directly to confirm that you have authorized the agent to act on your behalf or confirm your identity.
  • Verification. Whether you submit a request directly on your own behalf, or through an authorized agent, we will take reasonable steps to verify your identity prior to responding to your requests. The verification steps will vary depending on the sensitivity of the personal information and whether you have an account with us.
3. Notice for European Economic Area and United Kingdom Customers

As detailed at the beginning of our Privacy Policy (under the section titled “Our Role”), Amplify acts as a controller with respect to personal information collected as you interact with our Site.

Lawful Basis for Processing

We rely on the following lawful bases for our processing activities:

  • Consent;
    • We obtain your consent to collect and process device and usage data via cookies on our Site to understand how individuals use our Site and to help us measure the effectiveness of our advertising and marketing campaigns.
  • Pursuant to a contract with the user of our Site;
    • We process all categories of personal information that we collect to provide and manage our Site, including payment processing, where this is required in order for us to perform our obligations under our contract with you.
  • To comply with our legal obligations;
    • We process all categories of personal information that we collect to ensure the safety and security of our Site where we are complying with security requirements under data protection and cyber and information security law.
    • We process all categories of personal information that we collect to comply with our legal obligations which includes, for example, to access, retain or share certain personal information where we receive a valid request from a government body, law enforcement body, judicial body regulator or similar, to deal with legal claims and prospective legal claims, and to ensure we are complying with applicable laws.
  • When we have a legitimate interest in doing so, which is not outweighed by the risks to the individual. We rely on our legitimate interest to process all categories of personal information:
    • to provide, manage, and improve the Site where such activities are not strictly required under our contract, including personalizing your experience on the Site.
    • to ensure the safety and security of our Site where this is important but not required under the data protection law or cyber and information security laws.
    • to respond to queries or otherwise communicate with you in relation to our Site and the operation of our business where this is not strictly required under a contract with you.
    • internal research and certain marketing purposes (e.g. to periodically send newsletters and other promotional materials), which will not be based on Student Data or directed to K–12 students.

Your Data Subject Rights

If you are located in the EEA/UK, you have the following rights, subject to certain exceptions:

  • Right of access: You have the right to ask us for confirmation on whether we are processing your personal information and access to that personal information.
  • Right to correction: You have the right to have your personal information corrected.
  • Right to erasure: You have the right to ask us to delete your personal information.
  • Right to withdraw consent: You have the right to withdraw consent that you have provided.
  • Right to lodge a complaint with a supervisory authority: You have the right to lodge a complaint with a supervisory authority.
  • Right to restriction of processing: You have the right to request the limiting of our processing under limited circumstances.
  • Right to data portability: You have the right to receive the personal information that you have provided to us, in a structured, commonly used, and machine-readable format, and you have the right to transmit that information to another controller, including to have it transmitted directly, where technically feasible.
  • Right to object: You have the right to object to our processing of your personal information

To exercise any of these rights, contact us as set forth in the section entitled “Contact Us” above and specify which European privacy right you intend to exercise. We may require additional information from you to allow us to confirm your identity. Please note that we store information as necessary to fulfill the purposes for which it was collected, and may continue to retain and use the information even after a data subject request for purposes of our legitimate interests, including to comply with our legal obligations, resolve disputes, prevent fraud, and enforce our agreements.

Complaints

If you have any issues with our compliance, you have the right to lodge a complaint with an EEA or UK supervisory authority. We would, however, appreciate the opportunity to address your concerns before you approach a data protection regulator, and would welcome you directing an inquiry first to us. To do so, please contact us by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.

Tell us about your experience using an Amplify program or service in the classroom!

Use the form below to let us know how you would like to share your story. You can submit your experiences directly through the form or express interest in participating in serving as a reference or joining a research group, and we’ll be in touch!

If you use the Amplify Texas programming, please select your Texas program after selecting your state in the form below.

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Welcome, Utah Reviewers to Amplify Desmos Math!

Amplify Desmos Math thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

Scroll to learn more about the program and explore sample materials.

About the program

We believe in math that motivates. Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. 

The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.

A powerful suite of math resources

Amplify Desmos Math combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

A digital interface displays a math screener report on the left and a math problem involving division, alongside a visual representation of students lined up on the right, integrating rich math resources from Amplify Desmos Math.

Screening and progress monitoring

mCLASS® Assessments, along with daily formative checks, measure not only what students know, but also how they think. The asset-based assessment system provides teachers with targeted, actionable insights, linked to core instruction and intervention resources.

Two side-by-side math activities for children: on the left, a caterpillar-themed block challenge, and on the right, a worksheet for finding pairs that sum to 10. These exercises are fantastic ways to amplify children's engagement with math concepts.

Core instruction

Amplify Desmos Math lessons pair problems students are eager to solve with clear instructional moves for teachers. Unit- and lesson-level core assessments give teachers data at their fingertips to guide and differentiate instruction.

A math lesson screen shows a toy sinking 5 meters into a pool. A textbox asks how many centimeters that is, with space for an answer and a "Try again" button. An avatar explains the question, using Desmos math tools to amplify understanding.

Integrated personal learning

Boost Personalized Learning activities help students access grade-level math through engaging, independent digital practice. Responsive Feedback adjusts to students’ work, providing item-level adaptivity to further support their learning.

Two pages from a New York math textbook on determining coordinates after a rotation. Includes sections on modeled review, guided practice, and teacher's notes, with diagrams and examples that amplify the learning experience.

Embedded intervention

Integrated resources like Mini-Lessons, Fluency Practice, and Math Adventures provide targeted intervention on a specific concept or skill connected to the daily lesson. Extensions are also available to stretch students’ understanding.

Digital access

In order to access your digital samples, you’ll need to log into our platform using your unique login credentials found on a Digital Access Flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Digital Access Flyer.

Grade 6–8 sample materials

Click the links in sections below to explore sample materials from each grade. Please note the grade level teacher editions and student editions below may take a few minutes to load due to the size of the file. You can access the same materials on the digital platform within the Grade Level Overviews and within each lesson under the Paper Resources section. 

Here you will find the Scope and Sequence for Grades 6–8.

You can also watch a product expert walk through a lesson and the available program components.

A laptop displays a math warm-up activity with shapes and a scale, in front of two Amplify Desmos Math teacher edition books for grades 1 and 7.

Dual language assessment and instruction for K–6

mCLASS Lectura Texas is a universal screener for K–6 built on modern Spanish literacy research. Delivering complete parity between English and Spanish reading assessments, the program supports educators in accelerating reading growth for Spanish-speaking students.

Collage de escenas educativas: la parte superior izquierda muestra el dibujo de un ojo, la parte superior derecha tiene un ícono de voz, las imágenes inferiores muestran a estudiantes aprendiendo con maestros y libros, y logotipos centrales de plataformas digitales.

What experts say

“It’s incredibly important we attend to the Spanish language alongside English in assessment practices, to make sure we’re not underestimating the ability of a really significant percentage of our nation’s school population.”

Lillian Durán, Ph.D.

Co-Developer, mCLASS Lectura; Associate Dean for Academic Affairs, University of Oregon College of Education

Informational graphic highlighting the University of Oregon’s Center on Teaching and Learning and Dr. Lillian Durán’s validation of a universal screener in partnership with Amplify.

Built by leading biliteracy experts

The mCLASS Lectura Texas universal screener was co-developed with the Center on Teaching and Learning at the University of Oregon. The assessment was validated by Amplify in partnership with Lillian Durán of the University of Oregon.

The development of mCLASS Lectura Texas also involved a team of nationally recognized experts representing a range of regions (Mexico, Central America, South America, and the Caribbean), along with focus groups featuring classroom teachers, special education teachers, specialists, and administrators.

Our approach

Aligned to the Science of Teaching Reading, mCLASS Lectura Texas enables teachers to connect with their students through observational assessment and in the language most comfortable to them. When used in tandem with mCLASS Texas Edition, the program helps you achieve complete parity between English and Spanish literacy skills.

Complete parity between English and Spanish

mCLASS Lectura Texas is an authentic Spanish assessment that integrates seamlessly with mCLASS Texas Edition. It offers consistent reporting across both English and Spanish assessments and provides specialized dual-language reporting.

A laptop displays a table comparing English and Spanish reading assessment scores across categories, with benchmarks and below benchmark results highlighted.

Listen to your students read in both languages, one-on-one.

mCLASS Lectura Texas provides teacher-administered assessments in Spanish that deliver accurate and reliable measurements of each student’s literacy progress. 

Built from the latest research in Spanish literacy development

mCLASS Lectura Texas is a high-quality assessment that accounts for the major differences between English and Spanish, not simply a direct translation or transadaptation between the two languages. 

Screenshot of a language learning app segmenting the Spanish word "húmedo" into syllables: /hú/, /me/, /do/. A timer shows 0:21, and progress is displayed as 3 out of 3.
A curved computer screen displaying a presentation slide on phonological awareness in bilinguals, with text, two bar graphs, and an assessment in Spanish.

Transfer skills in one language to the other.

By providing teachers with insights into the skill areas in which their students are proficient in their native language, the program helps multilingual/English learners build on their strengths and make connections. Educators also receive guidance on the cross-linguistic transfer of critical skills in both languages.

What’s included

mCLASS Lectura Texas includes one-minute measures validated for universal and dyslexia screening, and provides dual language reports for teachers and administrators.

Captura de pantalla del software mclass que muestra los resultados de las evaluaciones comparativas de los estudiantes en un gráfico con categorías para el comienzo, la mitad y el final del año.

Comprehensive Spanish literacy measures in mCLASS Lectura Texas

mCLASS Lectura Texas is validated to assess for all key foundational skills for K–6, including:

  • Letter Naming.
  • Phonological Awareness.
  • Alphabetic Principle.
  • Fluency.
  • Comprehension.

Reports in English and Spanish

mCLASS Lectura Texas analyzes Spanish literacy and English literacy development side by side, enabling you to see where kids are in both languages.

Dual-monitor setup displaying a Spanish literacy educational software interface, mCLASS Lectura, with text descriptions and interactive elements.
Screenshot of a digital presentation slide titled "Identificar y leer palabras con los diptongos ia, io, ie" from a Spanish literacy course, featuring text and instructional icons.

Instructional activities to build Spanish literacy skills

With mCLASS Lectura Texas, educators get hundreds of step-by-step instructional activities for small groups or individual students and receive effective activities to target the Spanish literacy skills with which students need the most support.

Comprehensive reporting

mCLASS Lectura Texas provides reporting for everyone. This is available at all levels, from classroom teachers and literacy specialists to principles and district leaders, as well as parents and guardians at home.

A laptop screen displaying a student performance spreadsheet with various metrics including grades, benchmarks, and mCLASS Lectura assessment rates for several students.
Tablet screen displaying a student's assessment summary for fluency in syllable sounds. The student, Oksana Maslova, scored 32 syllables per minute on 08/25/2021.

Detailed assessment data

mCLASS Lectura Texas provides transcripts of every assessment and identifies error patterns to help educators make instructional decisions for students on the skills they need to work on the most. The program also includes letters with student assessment results and analysis to send home or to use as a basis for discussion at conferences.

Exciting news! mCLASS Texas and mCLASS Lectura Texas K–2 are FREE for the 2025–26 school year!

Explore more programs based in the Science of Teaching Reading.

Learn more about the Amplify Texas biliteracy suite at texas.amplify.com.

Fomente y exalte el razonamiento de los estudiantes aprovechando su curiosidad natural.

Amplify Desmos Math ayuda a los maestros a fomentar un aula con estudiantes entusiastas y cooperativos, partiendo de sus ideas y desarrollando diaria y firmemente los conocimientos del grado académico correspondiente de cada estudiante. For English version, please click here.

image of Desmos Classroom resource page

Amplify Classroom

Para los grados K a 12.º

Una plataforma de enseñanza y aprendizaje que ofrece una colección de lecciones digitales gratuitas y herramientas para diseñar lecciones.

  • Los maestros pueden crear sus propias lecciones con la herramienta Activity Builder.
  • También pueden explorar contenido creado por otros maestros, por ejemplo:
    • Las lecciones que crean los usuarios y se almacenan en la biblioteca.
    • Las lecciones de la Colección destacada que produce el equipo de Amplify Classroom.

Más información en classroom.amplify.com

Interactive digital math lesson interface with colorful graphics showing parabola exploration and plotting tools on screen, enhanced by the New York math curriculum.

Amplify Desmos Math

Para los grados K a Álgebra 2

Próximamente: Un nuevo programa básico de prekindergarten a 12.º grado de Amplify y Desmos Classroom.

  • Un método basado en problemas que produce resultados mediante el desarrollo de una comprensión conceptual sólida, fluidez procedimental y ejemplos de uso.
  • Tecnología que inspira conexiones en el aula, fomentando la colaboración, el diálogo y la perseverancia en la resolución de problemas.
  • La curiosidad natural de los estudiantes propicia una comprensión cabal de las matemáticas y un aprendizaje que dura toda la vida.
  • Disponible en inglés y español.
  • Programma piloto para los grados K a A1 para el regreso a clases en el 2024.
Ilustración de un entorno educativo con una computadora portátil que muestra una lección de Desmos Math en pantalla, flanqueada por representaciones coloridas y abstractas de un paisaje urbano y varios gráficos.

Un nuevo programa básico para los grados preK al 12.º de Amplify y Desmos Classroom.

Amplify Desmos Math facilita tanto a los maestros como a los estudiantes la migración a un método basado en el planteamiento y la resolución de problemas, proporcionando actividades atractivas, eficaces herramientas de facilitación para el maestro y muchos apoyos para la diferenciación y la práctica.

Hemos combinado lecciones interactivas basadas en problemas con enseñanzas explícitas, refuerzos y prácticas para que los estudiantes dominen auténticamente las matemáticas. Las lecciones sientan una base sólida en cuanto a la fluidez en los procedimientos y cálculos, afianzan la comprensión de los conceptos y permiten a los estudiantes aplicar lo aprendido a situaciones del mundo real.

Amplify Desmos Math estará disponible a partir del curso escolar 2025–26. Los distritos interesados podrán probar la versión Beta a partir del otoño del 2024.

Más de lo que espera de un programa de matemáticas.

Integral

  • Plan de estudios basado en Illustrative Mathematics® IM K-12™
  • Diferenciación y práctica personalizadas
  • Evaluaciones e informes exhaustivos
  • Material didáctico en español
Cuadro ilustrativo que muestra el alcance y la secuencia del plan de estudios básico para álgebra 1 de sexto grado, segmentado en ocho unidades, con un caracol de dibujos animados en la esquina.
image of Amplify Desmos Math lesson overview of student activity

Cooperativo

  • Apoyos y herramientas eficaces para la facilitación docente
  • Los estudiantes analizan y aprenden de las ideas de los demás
  • Cada lección cuenta con materiales impresos y digitales totalmente compatibles con un aula inclusiva

Fascinante

  • Lecciones que promueven la curiosidad e inspiran a los estudiantes a resolver problemas del mundo real
  • Tecnología de Desmos Classroom que proporciona información instantánea e interactiva para potenciar el razonamiento de los estudiantes
  • Vistosas instrucciones gráficas para maestros y estudiantes
Interfaz de software educativo que muestra una lección de gráfico de barras sobre perros, con una ilustración de un corgi al lado de la pantalla como parte del plan de estudios de Amplify Desmos Math.

Qué incluye

Aprovechamos los alcances tecnológicos y las lecciones de Desmos y añadimos simples pero fascinantes componentes impresos y digitales para crear un programa sin precedentes que simplifica la enseñanza.

  • Edición para estudiantes (varios volúmenes)
  • Páginas de actividades interactivas para el estudiante
  • Interacciones enriquecidas (más información en la página 5)
  • Herramientas de colaboración
  • Práctica personalizada
  • Edición para maestros (varios volúmenes)
  • Herramientas de facilitación y seguimiento del progreso
  • Páginas de presentación
  • Apoyos pedagógicos
  • Evaluación
  • Prácticas adicionales y material fotocopiable en blanco y negro para evaluaciones

¿Necesita más información?

Llene este formulario y nos comunicaremos con usted a la brevedad.

Manténgase al día con las últimas novedades sobre Amplify Desmos Math y Desmos Classroom.

Las lecciones digitales deben potenciar el razonamiento de los estudiantes y generar debates interesantes y productivos. Regístrese para obtener más información sobre cómo Amplify Desmos Math y Desmos Classroom incitan a los estudiantes a interesarse por las matemáticas.

¡El Math Teacher Lounge está disponible!

Amplify presenta Math Teacher Lounge, un podcast con los presentadores Bethany Lockhart Johnson y Dan Meyer.

Illustration of a podcast player with "Math Teacher Lounge" and two headshots, featuring a man and a woman. Geometric shapes are scattered around.

Universal screening built on the Science of Reading

Based on over 30 years of research, mCLASS® is the universal K–6 assessment and intervention suite for early literacy that helps every child learn to read confidently.

  • Teenage boy with red hair using a tablet for an mCLASS early literacy assessment in a classroom setting, focused intently on the screen.
  • A teacher sitting around a table with three students.
  • A teacher and a student using a tablet.
  • Students listening at an assembly

What is mCLASS?

mCLASS, powered by DIBELS® 8th Edition, offers teacher-administered literacy assessments and intervention for grades K–6.

When you use mCLASS, you can be assured your students are getting the best the Science of Reading has to offer. Our assessments have been built on decades of research in curriculum-based measurement science, delivering a proven approach that screens for at-risk students and provides deep insight into individual students’ reading development.

What educators say

“With mCLASS, the focus is on instruction. Teams work together to collaborate and share ideas and get excited about using each other’s ideas. And students are involved in looking at their own data too—they are involved in their own plan for growth.”

Linda

Principal, Colorado

What educators say

“There is no time to waste in a teacher’s day, and mCLASS is a quick and accurate assessment of a student’s reading strengths and weaknesses.”

Nita

Reading coach, Oklahoma

What educators say

“The reports are invaluable. One-click reports are useful and make it easy. I’m able to make adjustments and focus on the at-risk students in need—at the moment of need.”

Launa

DIBELS coordinator, Utah

Image of DIBELS 8th edition logo

Based on decades of leading literacy research

We partner with experts at the University of Oregon’s Center on Teaching and Learning, a recognized leader in early literacy assessment.

The University of Oregon are the creators of DIBELS® (Dynamic Indicators of Basic Early Literacy Skills) and mCLASS is the only licensed digital provider of the research-based DIBELS 8th Edition assessment. See more of our research.

Our approach

The comprehensive mCLASS system includes efficient DIBELS 8th Edition’s one-minute measures, a built-in dyslexia screener, intervention, and robust reports for teachers and administrators. It’s all you’ll need to monitor and support every student in your classroom.

Save hours of time

As the only digital provider of DIBELS 8th Edition’s one-minute measures, mCLASS eliminates the manual assessment process— saving you hours of time and giving you instant results and clear next steps for each student. Learn more about mCLASS’S efficient measures.

A laptop screen displaying a student education management system, highlighting a student profile with performance graphs and assignments.
Spreadsheet from mCLASS foundational literacy assessment, with rows of names and columns of categories, displaying individual scores and performance levels like "below benchmark" and "well above.

Catch at-risk students early.

Early intervention is critical. mCLASS offers universal and dyslexia screening in a single powerful tool—no additional assessment system required. Your most vulnerable readers are identified at the earliest levels. Learn more about mCLASS’s dyslexia screening.

Connect student data to personalized learning.

mCLASS connects with Boost Reading (formerly known as Amplify Reading), a K–5 student-driven literacy program that provides both remediation and enrichment for all students, leveraging the power of compelling storytelling to engage students in personalized reading instruction and practice. Learn more about Boost Reading.

Boost Reading - reading curriculum how it works image
A teacher instructing a classroom of students

Better data means better instruction.

mCLASS lets you know exactly which aspect of a skill a student is struggling with, and then gives you effective lesson plans for each student powered by reliable universal screening based on one-minute measures. Learn more about mCLASS reporting.

We’re making an impact

2,000,000

students

120,000+

teachers

1,200+

districts

6,000+

schools

What’s included

mCLASS provides benchmark and progress-monitoring assessments for grades K–6. Its ecosystem of elementary reading resources works to target skill gaps and provide the right instruction at the right time.

A laptop screen displaying the mCLASS assessment dashboard for Grade 1 reading. The screen shows scores for five students, with indicators for "Passed" or "Well Below" next to each name.

DIBELS 8th Edition

mCLASS is powered by DIBELS 8th Edition, enabling you to automate scoring and receive instant targeted instructional recommendations. DIBELS 8th Edition measures:

  • Phonemic awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

Data you can trust

mCLASS’s teacher-administered assessment provides you with valid and reliable data that allows you to make informed decisions on instruction. Our assessments follow a  one-on-one observational model.

Pantalla de tableta que muestra instrucciones para una evaluación de la fluidez sin palabras, incluido el tiempo, indicaciones para la siguiente letra y pautas de interrupción. Un botón "Salir" es visible en la esquina superior derecha.
Two digital devices displaying educational software interfaces, one shows class performance statistics and the other showcases a foundational literacy assessment tool.

Comprehensive literacy assessment

mCLASS provides benchmark assessments, ongoing progress monitoring, and voice recognition technology to comprehensively support each student’s literacy development.

  • Foundational skills assessments
  • Comprehension assessments
  • Dyslexia screening assessments

Valid and reliable reporting

mCLASS gives educators detailed insight into your students’ reading development across foundational literacy skills. It provides a wealth of valuable reporting information for everyone—from classroom teachers and literacy specialists to principals and district leaders and parents and guardians at home.

  • Skill-based reporting view for each student
  • Real-time growth reports for each student
  • Class summary reports
  • School and district reports
  • Parent and guardian reports
mCLASS's reporting dashboard
A digital tablet displaying a detailed beginning-of-year academic schedule with various subjects including mCLASS Early Literacy assessments and teacher names.

Embedded dyslexia screening

Included at no additional cost, mCLASS’s DIBELS 8th Edition measures are validated to provide information about dyslexia risk. mCLASS also offers supplemental measures to screen for risk related to dyslexia.

  • Vocabulary
  • Encoding
  • Rapid Automatized Naming (RAN)

Easy to use, targeted lessons

mCLASS provides targeted instruction in all the critical foundational reading skills by automatically analyzing data to place students in skill-based groups with targeted activities.

A laptop screen displays an educational software interface with tabs labeled Benchmark, Progress, Instruction, and Home Connect. The current view shows activities related to Grade 1 under Advanced Decoding skills.
A teacher assisting a young girl with her reading in a classroom, surrounded by educational posters and materials.

Seamless student intervention

mCLASS connects to mCLASS Intervention, a proven companion intervention program that provides the analytical tools and resources educators need to make targeted, staff-led intervention a daily reality throughout the school year.

guide icon

Dyslexia Fact vs. Fiction

Can you separate dyslexia fact from fiction?

Download our e-book

Explore more programs

Our programs are designed to support and complement one another. Learn more about our related programs.

Utah ELA Review for Grades PK–5

Thank you for taking the time to review Amplify’s core ELA program for PK–5. Amplify Core Knowledge Language Arts® (CKLA) is a state-approved core ELA curriculum designated as a primary core program that fully meets the Science of Reading requirements outlined in SB 127.

Amplify CKLA, developed in partnership with the Core Knowledge Foundation, was designed to help teachers implement Science of Reading principles and evidence-based instructional practices. Scroll down to learn how CKLA is uniquely designed to help all your students make learning leaps in literacy.

Illustration of a diverse group of people engaged in creative activities, including a woman holding architectural plans and a young girl reading a book.

Step 1: Program Introduction

Welcome to Amplify CKLA! Before you dive into our materials, watch the video below to learn about the big picture behind Amplify CKLA’s pedagogy.

In this video, Susan Lambert (Chief Academic Officer and host of Science of Reading: The Podocast) shares why Amplify CKLA was created, how it is built on the Science of Reading, and the impact it’s making across the country.

Step 2: Program Overview

Amplify CKLA is different for a reason. Watch the overview video below to learn about these differences and why educators love them.

In this video, you’ll get an in-depth look at the program’s overall structure and organization, the design behind our proven lessons, and the materials included to support teaching and learning.

The Amplify CKLA Program Guide also provides an in-depth view of how Amplify CKLA works, how it’s structured, and why it’s uniquely capable of helping you bring reading instruction based on the Science of Reading to your classroom.

Evidence-based design

Amplify CKLA is rooted in Science of Reading research. Mirroring Scarborough’s Rope, Amplify CKLA delivers a combination of explicit foundational skills with meaningful knowledge-building.

  • In Grades PK–2, dedicated knowledge-building and explicit skills instruction are taught simultaneously through two distinct instructional strands.
  • In Grades 3–5, dedicated knowledge-building and explicit skills instruction are woven together and delivered through one integrated strand.
Scarborough's Rope

Grades K–2 Skills and Knowledge Strands
Every day students in Grades K–2 complete one full lesson that explicitly and systematically builds foundational reading skills in the Skills Strand, as well as one full lesson that builds robust background knowledge to access complex text in the Knowledge Strand. Through learning in each of these strands, students develop the early literacy skills necessary to help them become confident readers and build the context to understand what they’re reading.

Grades 3–5 Integrated Strand
In Grades 3–5, Knowledge and Skills are integrated in one set of instructional materials. Lessons begin to combine skills and knowledge with increasingly complex texts, close reading, and a greater writing emphasis. Students can then use their skills to go on their own independent reading adventures.

Key features

For each Amplify CKLA key feature below, click the drop down arrow to learn more.

Built out of the latest research in the Science of Reading, Amplify CKLA delivers explicit instruction in both foundational literacy skills (systematic phonics, decoding, and fluency) and background knowledge in grades PK–2 with an integrated approach to explicit instruction in grades 3–5.

Review this Science of Reading toolkit to learn more about the Science of Reading best practices integrated throughout CKLA.

Amplify CKLA aligns with the instructional principles recommended by Orton Gillingham and LETRS.

  • Structured–Concepts are taught through consistent routines
  • Sequential–Concepts are taught in a logical, well-planned sequence
  • Systematic–Phonemes are taught from simplest to most complex
  • Explicit–Decoding and encoding concepts are taught directly and explicitly
  • Multi-sensory–Instruction is delivered through visual, auditory, and kinesthetic-tactile pathways
  • Cumulative–Concepts are applied in decodable, connected texts with constant review and reinforcement

Watch this video to learn more!

Additionally, great reading instruction starts with helping kids develop great decoding skills. Our instruction is supported by:

The Science of Reading reveals knowledge as an essential pillar of reading comprehension and lifelong literacy. Hear from author Natalie Wexler and CKLA customers on edWebinar about the importance of knowledge-building in reading instruction.

Students build 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. Our instruction is supported by:

  • Knowledge builders that provide a quick overview of each domain with its key ideas.
  • Interactive Read-Alouds designed to build knowledge and vocabulary.
  • Content-rich anchor texts that support students as they tackle increasingly complex text and sharpen their analytical skills.
  • Social and emotional learning paired with lessons in civic responsibility.

Amplify CKLA not only received an all-green rating from the rigorous evaluators at EdReports, but it was also recently recognized by the Knowledge Matters Campaign as a high-quality literacy program that excels in building knowledge. Our shared message: background knowledge is essential to literacy and learning.

Student-led reading practice should be purposeful and connected to the core. That’s why Amplify createdBoost Reading. As an optional add-on to Amplify CKLA, students have the opportunity to practice skills directly tied to the skills they’ve been working on during core reading time. Boost Reading also adapts to each student to address their personal gaps and bolsters foundational skills at a pace that supports their individual development.

Boost Reading’s collection of 40+ adaptive games target foundational reading skills and develops them in alignment with Science of Reading principles. Unlike other adaptive games, we ensure students:

  • Practice the right skills at the right time. Our embedded placement tool ensures students receive the content and skill practice most appropriate for their current reading level. From there, students move through our curriculum along their own learning pathway where they encounter personalized content tailored to their evolving skill and grade levels.
  • Progress along a pathway that adapts on multiple dimensions, not just one. For example, a student can work on early first-grade decoding in one game while building more advanced vocabulary knowledge in another.
  • Practice skills in tandem. For example, a student is never forced to master one skill area before proceeding to the next. Instead, we offer students that opportunity to work on multiple skills concurrently.
  • Feel supported with scaffolding, instruction, and practice that adapts based on student performance.
  • Stay engaged by giving them immediate and clear feedback. These results are never punitive. Instead our always-positive feedback is delivered in the context of the game world and is designed to motivate students to keep trying.

Click the buttons below to learn more:

Step 3: Program Resources

Easy-to-use print materials

Amplify CKLA’s easy-to-use materials bring foundational skills and knowledge to life in the classroom.

Download the Amplify CKLA Components guide to see components by grade and watch the print materials walkthrough below.

Engaging CKLA digital experience

The top-rated content of Amplify CKLA is now live with the digital experience that enhances instruction and saves time.

Two digital dashboards are displayed: one for teachers showing recommendations and a program list, and one for students showing to-do items and a lesson named Mount Olympus, Part II.

With the digital experience, everything is in one place, making it easier and more engaging than ever to plan lessons, present digital content, and review student work. Click the arrows below to learn more.

With the digital experience, teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive experience—through these CKLA resources: Activity Books, slides, digital components, videos, Student Readers, and more.

The innovative live review tool found in the digital experience enables you to keep an eye on all of your students as they work on drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed textboxes in their Activity Pages. This dynamic tool provides countless classroom management benefits, enabling you to spot and correct common mistakes as they’re happening, praise your students for thoughtful work, and identify students who are not engaged in the task at hand. Simply put, it will give you those valuable “eyes in the back of your head” you’ve warned your students about!

The digital experience integrates with various LMSs, allowing you and your students to access Amplify CKLA with the software you’re already comfortable using.

In the Amplify CKLA student digital experience, your students have one intuitive access point to fully engage with classroom instruction. Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactives from one simple dashboard. Students can draw, record audio, upload and capture images, and type or write in pre-placed text boxes in their Activity Pages.

CKLA review resources

Step 4: State Review Resources

Step 5: Program Access

Explore as a teacher

Before logging in, watch this brief video on navigating the CKLA Teacher Platform.

Ready to explore as a teacher? Follow these instructions:

  • Click the Amplify CKLA Teacher Platform button below.
  • Select Log in with Amplify.
  • Enter the teacher username: t1.utcklapk5@demo.tryamplify.net
  • Enter the teacher password: Amplify1-utcklapk5
  • Choose CKLA from the “Your Programs” menu on Educator Home.
  • Select a grade level from the drop-down menu at the top of the page.

Ready to explore as a Student? Follow these instructions:

  • Click the Amplify CKLA Teacher Platform button below.
  • Select Log in with Amplify.
  • Enter the student username: s1.utahcklapk5@demo.tryamplify.net
  • Enter the student password: Amplify1-utahcklapk5

Welcome

Elementary Literacy Program – Family Welcome Letter

Lectoescritura en Español – Carta de bienvenida para las familias

Grade K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Welcome

Elementary Literacy Program – Family Welcome Letter

Lectoescritura en Español – Carta de bienvenida para las familias

Grade K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Amplify Science Success Story

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.
Aerial view of the lawrence hall of science at the university of california, berkeley, showcasing the building and surrounding trees with a foggy city backdrop.

Proven to work

A pdf cover from wested titled "learning and literacy development together: initial results from a curriculum study," featuring an adult helping children with schoolwork in a classroom.

WestEd Randomized
Control Trial for Grade 1

Read More

Pdf cover titled "curriculum materials designed for the next generation science standards: initial results from gold standard research trials", published by wested.

WestEd Randomized
Control Trial for Grade 7

Read More

A teacher and students engage in a science activity around a table. The text promotes the Amplify Science K–8 curriculum, highlighting its focus on hands-on learning and real-world problem-solving.

Amplify Science NE
Grades K–5

Read More

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

DO

Firsthand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

TALK

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

READ

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

WRITE

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

VISUALIZE

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the NGSS and support students in mastering the Oregon Science Standards.

Flowchart depicting a critical thinking process with four circular nodes connected by arrows, each node representing a step: posing a real-world problem, exploring evidence, elaborating concepts, and evaluating claims.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In grades K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.

In grades 3–5, students experience the three unit types above, plus:

  • One additional unit that emphasizes the practice of argumentation.

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts, than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Chart outlining science curriculum by grade, from kindergarten through grade 5, listing topics such as

Program components

Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

Two children sit at a table blowing into plastic straws held together, likely making musical sounds, with containers and rubber bands on the table.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.

Amplify Science California supports 3-D learning with more materials than any other program.

Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.

Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.

Illustrations of two children's book covers displayed on a tablet, titled "on dia ocupado en villa empuja" and "a busy day in pushville," showing a busy street scene.

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Amplify Science Student Investigation Notebooks

Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!

Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.

Ecosystem Restoration digital simulation

Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.

Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.

Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!

Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.

Graphic depicting a teacher's device synced with a class presentation for K—5 students. The teacher's laptop displays an Amplify Science lesson on environments, which is mirrored on a larger screen for the class

Explore your print samples

With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.

A note about the Teacher’s Reference Guides:

It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.

Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!

A laptop screen displays a simulation of energy arrows entering and exiting Earth's system, flanked by diagrams explaining water flow and an energy token model.
  • Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

What’s different about Amplify’s unit-specific material kits?  They…

  • Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
  • Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
  • Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

Grade-specific lists of all materials included in each kit:

Access your digital samples

Explore as a teacher

When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: t1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click on Science on the left hand side.
  • Click on the Program Menu in the top center of the screen and select any grade.
  • Select any unit.

To help familiarize yourself with navigating the digital platform, watch the below navigational video.

Explore as a student

When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: s1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click the backpack icon on the top right.
  • Click Science K-5
  • Select any unit.

Resources to support your review

Welcome to Amplify Science K–5!

Amplify Science is an engaging core curriculum designed for three-dimensional, phenomena-based learning.

With Amplify Science, Detroit students won’t just passively learn about science concepts. Instead, they will take on the role of scientists and engineers to actively investigate and figure out real-world phenomena. They will do this through a blend of cohesive and compelling storylines, hands-on investigations, collaborative discussions, literacy-rich activities, and interactive digital tools.

Four children around a table engaged in a classroom science project, examining materials closely, with educational posters in the background.

What is Amplify Science?

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.

Proven to work

WestEd Randomized
Control Trial for Grade 1

Read More

WestEd Randomized
Control Trial for Grade 7

Read More

Amplify Science NE
Grades K–5

Read More

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

Do

First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

Talk

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

Read

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

Write

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

Visualize

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers
do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the Next Generation Science Standards (NGSS) and support students in mastering the Pennsylvania Science Standards.

Flowchart depicting a critical thinking process with four circular nodes connected by arrows, each node representing a step: posing a real-world problem, exploring evidence, elaborating concepts, and evaluating claims.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In grades K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.

In grades 3–5, students experience the three unit types above, plus:

  • One additional unit that emphasizes the practice of argumentation.

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts, than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Chart outlining science curriculum by grade, from kindergarten through grade 5, listing topics such as

Program components

Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough materials to support 200 student uses. In other words, teachers can easily support all five periods and small groups of 4-5 students each. Plus, our unit-specific kits mean teachers just grab the tub they need and then put it all back with ease.

Assorted office and household items displayed on a white background, including rubber bands, binder clips, cardboard, and sports balls.

Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.

Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.

Imagen de lado a lado de dos libros titulados "Un día ocupado en Villa Empuja" y "A Busy Day in Pushville", ambos ilustrados por Anthony Lewis.

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Dos libros de ciencias titulados “Empujar y jalar: diseñar una máquina de pinball” y “Pushes and Pulls: Designing a Pinball Machine” exhibidos uno al lado del otro.

Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!

Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.

Ecosystem Restoration digital simulation

Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.

Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.

Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!

Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.

Graphic depicting a teacher's device synced with a class presentation for K—5 students. The teacher's laptop displays an Amplify Science lesson on environments, which is mirrored on a larger screen for the class

Explore your print samples

With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.

A note about the Teacher’s Reference Guides:

It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.

Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!

Three laptop screens displaying educational content on earth's energy system, including diagrams and text annotations.
  • Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

Our unit-specific kits:

What’s different about Amplify’s unit-specific material kits?  They…

  • Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
  • Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of four to five students.
  • Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

Grade-specific lists of all materials included in each kit:

Access your digital samples

Explore as a teacher

When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: t1.dpsscience@demo.tryamplify.net
  • Enter the password: Amplify1-dpsscience
  • Click on Science on the left hand side.
  • Click on the Grade Menu in the top center of the screen and select any grade.
  • Select any unit.

To help familiarize yourself with navigating the digital platform, watch the below navigational video.

Explore as a student

When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: s1.dpsscience@demo.tryamplify.net
  • Enter the password: Amplify1-dpsscience
  • Click the backpack icon on the top right.
  • Click Science K-5
  • Select any unit.

Spanish-language support

Amplify Science is committed to providing support to meet the needs of all learners, including multiple access points for Spanish-speaking students. Developed in conjunction with Spanish-language experts and classroom teachers, several components are available in Spanish across the Amplify Science curriculum.

Spanish-language materials include:

COMPONENTTEACHER/STUDENT
Student Investigation NotebooksStudent
Student BooksStudent
Printed classroom materials
Unit and chapter questions, key concepts, vocabulary cards, etc.
Teacher and student
CopymastersTeacher
AssessmentsTeacher
Spanish teacher support license
This license includes teacher talk, projections, and downloadable PDFs of all print materials in Spanish.
Teacher

Resources to support your review

Amplify Science Overview

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.
The logo for The Lawrence Hall of Science, University of California, Berkeley, features blue text on a light background and is recognized by educators using Amplify Science for middle school science programs.

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

DO

First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

TALK

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

READ

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

WRITE

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

VISUALIZE

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the NGSS, and support students in mastering the standards.

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

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In grades K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.

In grades 3–5, students experience the three unit types above, plus:

  • One additional unit that emphasizes the practice of argumentation.

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

A chart showing science topics by grade: K covers plants, weather, and forces; 1 covers animals, sound, and Earth; 2 covers relationships, materials, and landforms; 3–5 cover energy, traits, systems, and climate.

Program components

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

Two children sit at a table blowing into plastic straws held together, likely making musical sounds, with containers and rubber bands on the table.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.

Amplify Science California supports 3-D learning with more materials than any other program.

Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.

Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.

Illustrations of two children's book covers displayed on a tablet, titled "on dia ocupado en villa empuja" and "a busy day in pushville," showing a busy street scene.

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Amplify Science Student Investigation Notebooks

Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!

Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.

Ecosystem Restoration digital simulation

Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.

[IMAGE TO COME]

Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. Teacher can use Scheduling to determine the date and time that the assignment appears in Student Home. They also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.

Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!

Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.

Graphic depicting a teacher's device synced with a class presentation for K—5 students. The teacher's laptop displays an Amplify Science lesson on environments, which is mirrored on a larger screen for the class

Explore your print samples

With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.

A note about the Teacher’s Reference Guides:

It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.

Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!

A laptop screen shows an energy simulation, with surrounding text and diagrams explaining the Earth's system and energy flow.
  • Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

What’s different about Amplify’s unit-specific material kits?  They…

  • Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
  • Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
  • Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

Grade-specific lists of all materials included in each kit:

Access your digital samples

Explore as a teacher

When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: t1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click on Science on the left hand side.
  • Click on the Program Menu in the top center of the screen and select any grade.
  • Select any unit.

To help familiarize yourself with navigating the digital platform,watch the below navigational video.

Explore as a student

When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: s1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click the backpack icon on the top right.
  • Click Science K-5
  • Select any unit.

Resources to support your review

Overview Video

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true 3-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.
The logo for The Lawrence Hall of Science, University of California, Berkeley, features blue text on a light background and is recognized by educators using Amplify Science for middle school science programs.

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

DO

First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

TALK

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

READ

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

WRITE

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

VISUALIZE

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the NGSS, and support students in mastering the standards.

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

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also serves a unique instructional purpose.

In grades 6–8:

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

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

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

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

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Three columns listing education curriculum topics for grades 6, 7, and 8, focusing on science themes such as microbiomes, mars geology, and harnessing human energy.

Program components

Available digitally and in print, our unit-specific reference guides are chock full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3-D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science, and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

A young person wearing gloves looks through a microscope at a table with laboratory supplies, including bottles, slides, and a tray, against a plain blue background.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough materials to support 200 student uses. In other words, teachers can easily support all five periods and small groups of 4-5 students each. Plus, our unit-specific kits mean teachers just grab the tub they need and then put it all back with ease.

Amplify Science California supports 3-D learning with more materials than any other program.

Our digital Simulations and Practice Tools are powerful resources for exploration, data collection, and student collaboration. They allow students the ability to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye.

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

In grades 6–8, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Two booklets titled "El clima cambiante de la Tierra: la desaparición del hielo" and "Earth’s Changing Climate: Vanishing Ice" with landscape illustrations on the covers.

These customizable PowerPoints are available for every lesson of the program and make delivering instruction a snap with visual prompts, colorful activity instructions, investigation set-up videos and animations, and suggested teacher talk in the notes section of each slide.

A laptop displays a PowerPoint presentation in presenter view, with slides about observing objects in plastic containers and related sensory instructions.

Explore your print samples

With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides and Student Investigation Notebooks for each grade level.

A note about the Teacher’s Reference Guides:

It’s important that your committee sees the full breadth and depth of our instruction. For that reason, we provided a copy of each of our unit-specific Teacher Reference Guides.

Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!

A laptop screen shows an energy simulation, with surrounding text and diagrams explaining the Earth's system and energy flow.
  • Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

Our unit-specific kits:

  • Include more materials — We give teachers enough materials to support 200 student uses.
  • Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
  • Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

What comes in each grade level kit? Click the links below to see the grade-specific lists of all materials included in each kit.

Access your digital samples

Explore as a teacher

Follow these instructions to explore the Amplify Science digital platform as a teacher.

  • Click the Access Amplify Science Platform button below and bookmark it.
  • Select Log in with Amplify.
  • Enter the username: t1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click the Science icon.
  • Click on the Program Menu in the top center of the screen and select any grade.
  • Select any unit.

To help familiarize yourself with navigating the digital platform,watch the below navigational video.

Explore as a student

Follow these instructions to explore the Amplify Science digital platform as a student.

  • Click the Access Amplify Science Platform button below and bookmark it.
  • Select Log in with Amplify.
  • Enter the username: s1.jeffersoncounty@demo.tryamplify.net
  • Enter the password: Amplify1-jeffersoncounty
  • Click the Science icon.
  • Click on the Grade Menu in the top center of the screen and select any grade.
  • Select any unit.

Resources to support your review

Welcome to Amplify Science Pennsylvania
(K–5)!

Amplify Science is an engaging core curriculum designed for three-dimensional, phenomena-based learning.

With Amplify Science, Pennsylvania students shift from learning about to figuring out science through authentic three-dimensional (3D) learning and phenomena-based exploration. In each unit, students take on the role of a scientist or engineer to investigate a real-world problem. This prepares them to become critical thinkers who can solve problems in their communities and beyond.

Four children gather around a classroom table, engaging with their Amplify Science project, as notebooks and papers are spread out in front of them—an inspiring scene supported by Pennsylvania teachers.

What is Amplify Science Pennsylvania?

Customized lessons for Pennsylvania

Amplify Science Pennsylvania (K–5) combines our nationally recognized, proven curriculum with custom lessons specifically designed to ensure you are meeting Pennsylvania’s STEELS standards.

A digital interface displays six science lessons from Amplify Science, with "Ancient Water Purification" in Lesson 2.9 highlighted as a PA STEELS Custom Lesson. Each lesson features a simple sky and mountain graphic, perfect for Science programs for elementary.

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach in which students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.
Aerial view of the lawrence hall of science at the university of california, berkeley, showcasing the building and surrounding trees with a foggy city backdrop.

Proven to work

A pdf cover from wested titled "learning and literacy development together: initial results from a curriculum study," featuring an adult helping children with schoolwork in a classroom.

WestEd Randomized
Control Trial for Grade 1

Read More

Pdf cover titled "curriculum materials designed for the next generation science standards: initial results from gold standard research trials", published by wested.

WestEd Randomized
Control Trial for Grade 7

Read More

A teacher and students engage in a science activity around a table. The text promotes the Amplify Science K–8 curriculum, highlighting its focus on hands-on learning and real-world problem-solving.

Amplify Science Pennsylvania NE
Grades K–5

Read More

Instructional model

The Amplify Science Pennsylvania program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

Do

Firsthand investigations are an important part of any science classroom, and Amplify Science Pennsylvania has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

Talk

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

Read

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and on asking and recording questions as they read through fascinating texts on 21st-century topics.

Write

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

Visualize

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers
do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Program structure

Our cyclical lesson design ensures that students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science Pennsylvania to address 100% of the Next Generation Science Standards (NGSS) and support students in mastering the Pennsylvania Science Standards.

Flowchart depicting a critical thinking process with four circular nodes connected by arrows, each node representing a step: posing a real-world problem, exploring evidence, elaborating concepts, and evaluating claims.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In grades K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.

In grades 3–5, students experience the three unit types above, plus:

One additional unit that emphasizes the practice of argumentation.

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multimodal instruction offers more opportunities for students to construct meaning, and practice and apply concepts, than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Chart outlining science curriculum by grade, from kindergarten through grade 5, listing topics such as

Program components

Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science Pennsylvania and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

Two children sit at a table blowing into plastic straws held together, likely making musical sounds, with containers and rubber bands on the table.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.

Assorted office and household items displayed on a white background, including rubber bands, binder clips, cardboard, and sports balls.

Each unit of Amplify Science Pennsylvania (K–5) includes six unique Student Books written by educators at the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real-world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.

Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.

Two children's books, one in Spanish "Un día ocupado en Villa Empuja" and one in English "A Busy Day in Pushville," both illustrated by Anthony Lewis and depicting a busy town scene.

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Amplify Science Student Investigation Notebooks

Amplify Science Pennsylvania offers digital experience licenses that make elementary instruction more flexible for students and teachers and provide additional means to engage in remote, hybrid, or in-person learning!

Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify Science Pennsylvania in a new, integrated format, in which students can interact with slides, Sims, modeling tools, videos, books, and more.

Ecosystem Restoration digital simulation

Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.

Assign in Amplify
The digital experience allows flexibility with optional features such as scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and to use dates to remove assignments from Student Home.

Assign in LMS
You can also assign lessons via our integrations with learning management systems (LMS) such as Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!

Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.

Graphic depicting a teacher's device synced with a class presentation for K—5 students. The teacher's laptop displays an Amplify Science lesson on environments, which is mirrored on a larger screen for the class

Explore your print samples

With your Amplify Science Pennsylvania print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.

A note about the Teacher Reference Guides:

It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.

Teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free Teacher’s Guide!

Three laptop screens displaying educational content on earth's energy system, including diagrams and text annotations.
  • Teacher’s Reference Guide: Unlike a typical Teacher’s Guide that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, the slides are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science Pennsylvania, and is integrated into every unit. To make hands-on learning more manageable for busy teachers, Amplify Science Pennsylvania materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

What’s different about Amplify’s unit-specific material kits?

  • They include more materials. We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
  • They’re more manageable. Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of four to five students.
  • They include supportive videos. Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

Grade-specific lists of all materials included in each kit:

Spanish-language support

Amplify Science Pennsylvania is committed to providing support to meet the needs of all learners, including multiple access points for Spanish-speaking students. Developed in conjunction with Spanish-language experts and classroom teachers, several components are available in Spanish across the Amplify Science Pennsylvania curriculum.

Spanish-language materials include:

COMPONENT TEACHER/STUDENT
Student Investigation Notebooks Student
Student Books Student
Printed classroom materials
Unit and chapter questions, key concepts, vocabulary cards, etc.
Teacher and student
Copymasters Teacher
Assessments Teacher
Spanish teacher support license
This license includes teacher talk, projections, and downloadable PDFs of all print materials in Spanish.
Teacher

Resources to support your review

Contact us

Support is always available. Our team is dedicated to helping you every step of the way.

Contact your dedicated Pennsylvania representative.

A woman with long brown hair and glasses wearing a light blue sweater, smiling at the camera against a gray background.

Julie Couch

District Enrollment
<1800 students

A woman with long blonde hair and blue eyes is smiling at the camera, wearing a black top, in a well-lit indoor setting.

Jen Mee

Western PA

A smiling person with shoulder-length gray hair, wearing a peach-colored scarf and a gray sweater, stands against a plain white background. This image captures the essence of Pennsylvania teachers who are dedicated to enriching Science programs for elementary students.

Monica Vincent

Southeast PA

A man with curly brown hair and a beard, smiling broadly, wearing a suit, dress shirt, and floral tie, standing outdoors with trees and grass in the background.

Keenan Zambelli

Northeast & Central PA

What is Amplify Science?

The Lawrence Hall of Science

Developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify, our program features:

  • phenomena-based approach where students construct a complex understanding of each unit’s anchor phenomenon.
  • A blend of cohesive storylines, hands-on investigations, rich discussions, literacy-rich activities, and digital tools.
  • Carefully crafted units, chapters, lessons, and activities designed to deliver true three-dimensional learning.
  • An instructional design that supports all learners in accessing all standards.
Aerial view of the lawrence hall of science at the university of california, berkeley, showcasing the building and surrounding trees with a foggy city backdrop.

Proven to work

A pdf cover from wested titled "learning and literacy development together: initial results from a curriculum study," featuring an adult helping children with schoolwork in a classroom.

WestEd Randomized
Control Trial for Grade 1

Read More

Pdf cover titled "curriculum materials designed for the next generation science standards: initial results from gold standard research trials", published by wested.

WestEd Randomized
Control Trial for Grade 7

Read More

A teacher and students engage in a science activity around a table. The text promotes the Amplify Science K–8 curriculum, highlighting its focus on hands-on learning and real-world problem-solving.

Amplify Science NE
Grades K–5

Read More

Instructional model

The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:

Do

Firsthand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit—from building models of protein molecules to experimenting with electrical systems.

Talk

Student-to-student discourse and full-class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.

Read

Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation and, importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.

Write

Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.

Visualize

By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.

Program structure

Our cyclical lesson design ensures students receive multiple exposures to concepts through a variety of modalities. As they progress through the lessons within a unit, students build and deepen their understanding, increasing their ability to develop and refine complex explanations of the unit’s phenomenon.

It’s this proven program structure and lesson design that enables Amplify Science to address 100% of the NGSS and support students in mastering the Utah Science Standards.

Flowchart depicting a critical thinking process with four circular nodes connected by arrows, each node representing a step: posing a real-world problem, exploring evidence, elaborating concepts, and evaluating claims.

Unit types

While every unit delivers three-dimensional learning experiences and engages students in gathering evidence from a rich collection of sources, each unit also emphasizes a particular science and engineering practice.

In grades K–2:

  • One unit emphasizes the practice of investigation.
  • One unit emphasizes the practice of modeling.
  • One unit emphasizes the practice of engineering design.

In grades 3–5, students experience the three unit types above, plus:

  • One additional unit that emphasizes the practice of argumentation.

Investigation units focus on the process of strategically developing investigations and gathering data to answer questions. Students are first asked to consider questions about what happens in the natural world and why, and are then involved in designing and conducting investigations that produce data to help answer those questions.

Modeling units provide extra support to students engaging in the practice of modeling. Students use physical models, investigate with computer models, and create their own diagrams to help them visualize what might be happening on the nanoscale.

Engineering design units provide opportunities for students to solve complex problems by applying science principles to the design of functional solutions, and iteratively testing those solutions to determine how well they meet preset criteria.

Argumentation units provide students with regular opportunities to explore and discuss available evidence, time and support to consider how evidence may be leveraged in support of claims, and independence that increases as they mount written arguments in support of their claims.

Unit sequence

Our lessons follow a structure that is grounded in regular routines while still being flexible enough to allow for a variety of learning experiences.

In fact, our multi-modal instruction offers more opportunities for students to construct meaning, and practice and apply concepts, than any other program. What’s more, our modular design means our units can be flexibly arranged to support your instructional goals.

Chart outlining science curriculum by grade, from kindergarten through grade 5, listing topics such as

Program components

Available digitally and in print, our unit-specific reference guides are chock-full of helpful resources, including scientific background knowledge, planning information and resources, color-coded 3D Statements, detailed lesson plans, tips for delivering instruction, and differentiation strategies.

Amplify Science TG

Hands-on learning is an essential part of Amplify Science and is integrated into every unit. Students actively participate in science, playing the roles of scientists and engineers as they gather evidence, think critically, solve problems, and develop and defend claims about the world around them. Every unit includes hands-on investigations that are critical to achieving the unit’s learning goals.

Two children sit at a table blowing into plastic straws held together, likely making musical sounds, with containers and rubber bands on the table.

More hands-on with Flextensions:
Hands-on Flextensions are additional, optional investigations that are included at logical points in the learning progression and give students an opportunity to dig deeper if time permits. These activities offer teachers flexibility to choose to dedicate more time to hands-on learning. Materials referenced in Hands-on Flextension activities will either be included in the unit kit or are easily sourced. Supporting resources such as student worksheets will be included as downloadable PDF files.

Our kits include enough non-consumable materials to support a class of 36 students and enough consumable items to support 72 students. In other words, each kit can last two years! Plus, our unit-specific kits mean teachers just grab the tub they need for the unit and then put it all back with ease.

Each unit of Amplify Science K–5 includes six unique Student Books written by the Lawrence Hall of Science specifically for the program. These content-rich nonfiction and informational texts provide opportunities for students to search for evidence relevant to their firsthand investigations, see science practices and dispositions modeled, extend their science knowledge, provide real world connections as they master reading-to-learn and close reading skills, and construct evidence-based arguments.

Important note:
Students in grades K–5 are never asked to read alone. Rather, books are read to, with, and by students with ample scaffolding and support provided by the teacher. Big Books are read aloud or together with the class to introduce ideas. Student Books allow for small-group reading and reading in pairs.

Illustrations of two children's book covers displayed on a tablet, titled "on dia ocupado en villa empuja" and "a busy day in pushville," showing a busy street scene.

Available for every unit, our Student Investigation Notebooks contain instructions for activities and space for students to record data and observations, reflect on ideas from texts and investigations, and construct explanations and arguments.

In grades K–5, one copy of the Student Investigation Notebook is included in each unit’s materials kit for use as a blackline master. Each notebook is also available as a downloadable PDF on the Unit Guide page of the digital Teacher’s Guide.

Amplify Science Student Investigation Notebooks

Amplify Science offers digital experience licenses that make elementary instruction more flexible for students and teachers, as well as providing additional means to engage in remote, hybrid, or in-person learning!

Student-facing digital lessons
With the digital experience, students can engage with digital lesson content in one cohesive experience. It’s the same content from Amplify science in a new, integrated format where students can interact with slides, Sims, modeling tools, videos, books, and more.

Ecosystem Restoration digital simulation

Digital student notebook pages
Students can draw, write, record audio, and insert images into their Investigation Notebook pages. Their work is automatically saved and delivered to you in real time. When students edit their work, those edits are immediately reflected on your teacher work review page. You can access student responses by clicking “View Work,” where you can see students’ Investigation Notebook pages from the lesson, updating live.

Assign in Amplify
The digital experience allows flexibility with optional features like scheduling assignments in advance and setting due dates. You can use Scheduling to determine the date and time that the assignment appears in Student Home. You also have the flexibility to schedule when assignments appear and use dates to remove assignments from Student Home.

Assign in LMS
You can also assign lessons via our integrations with Google Classroom and Microsoft Teams, or by copying a lesson link and sharing it with students through the platform of your choice. The assignment link you send will provide students with direct access to the full lesson—slides, videos, digital tools, and worksheet activities—no student platform navigation required!

Teacher platform and presentation
Teacher-facing lesson content—including sample teacher talk, student responses, pedagogical support, and possible student responses—shows on a teacher’s private Teacher Guide tab. Students only see the lesson slides that are being presented.

Graphic depicting a teacher's device synced with a class presentation for K—5 students. The teacher's laptop displays an Amplify Science lesson on environments, which is mirrored on a larger screen for the class

Explore your print samples

With your Amplify Science print samples, you’ll find unit-specific Teacher’s References Guides, Student Investigation Notebooks, and sets of Student Books for each grade level.

A note about the Teacher’s Reference Guides:

It’s important that you see the full breadth and depth of our instruction. For that reason, we provide a copy of each of our unit-specific Teacher Reference Guides.

Rest assured that teachers do not use these robust reference guides for day-to-day teaching. For that, we have a hands-free TG!

A laptop screen displays a simulation of energy arrows entering and exiting Earth's system, flanked by diagrams explaining water flow and an energy token model.
  • Teacher Reference Guide: Unlike a typical TG that requires a series of supplemental books to support it, our encyclopedic reference guide is chock-full of everything a teacher needs to fully implement our program and the NGSS.
  • Ready-to-Teach Lesson Slides: For daily instruction, teachers need their hands free. That’s why we created ready-to-teach lesson slides for every single lesson. What’s more, they are editable and include suggested teacher talk and point-of-use differentiation and other instructional tips. Click to learn more.

A note about the Materials Kits:

Hands-on learning is at the heart of Amplify Science, and is integrated into every unit. In order to make hands-on learning more manageable for busy teachers, Amplify Science materials are organized into unit-specific kits.

Stacked storage bins with labels, arranged neatly; caption notes they are a sample and may not reflect actual quantities or sizes.

What’s different about Amplify’s unit-specific material kits?  They…

  • Include more materials — We give teachers enough non-consumable materials to support a class of 36 students and enough consumables to support 72 student uses. In other words, each kit will last two years.
  • Are more manageable — Unlike other programs that require large groups of students to share limited sets of materials, our kits include enough to support small groups of 4–5 students.
  • Include supportive videos — Each hands-on activity provides clear instructions for the teacher, with more complex activities supported by video demonstrations and illustrations.

Grade-specific lists of all materials included in each kit:

Access your digital samples

Explore as a teacher

When you’re ready to explore the teaching experience on your own, follow these instructions to access the Amplify Science digital teacher platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: t.scienceut@tryamplify.net
  • Enter the password: AmplifyNumber1
  • Click on Science on the left hand side.
  • Click on the Grade Menu in the top center of the screen and select any grade.
  • Select any unit.

To help familiarize yourself with navigating the digital platform, watch the below navigational video.

Explore as a student

When you’re ready to explore the student learning experience on your own, follow these instructions to access the Amplify Science digital student platform.

  • Click the Access Amplify Science Platform button below and bookmark the page.
  • Select Log in with Amplify.
  • Enter the username: s.scienceut@tryamplify.net
  • Enter the password: AmplifyNumber1
  • Click the backpack icon on the top right.
  • Click Science K-5
  • Select any unit.

Resources to support your review

About mCLASS in NC

DPI is committed to providing literacy instruction for all by:

  • Aligning core curriculum, instruction, and assessments with Science of Reading.
  • Providing appropriate literacy interventions to address difficulty with reading development.
  • Implementing practices based on the Science of Reading in every classroom every day.
  • Providing aligned resources to parents, guardians and family members.

mCLASS is built on decades of research at the Center on Teaching and Learning at the University of Oregon, a national center for early childhood assessment and instruction. The measures are already in use in many districts in North Carolina. With the additional mCLASS suite including reporting, grouping, lessons and caregiver support, DPI’s early literacy goals for North Carolina students will be met.

North Carolina mCLASS DIBELS 8 requirements

DIBELS 8th Edition fulfills legislative requirements for K-3 students with sub test measures for:

  • Phonemic awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

For the above reasons, the state will begin using DIBELS 8 data for EVAAS purposes effective 2021-22 from MOY-EOY for Kindergarten, BOY-EOY for all 1-2 teachers, and BOG-EOG for grade 3.

DIBELS measures at each grade level
Measure Grade K Grade 1 Grade 2 Grade 3
Letter naming fluency    
Phonemic segmentation fluency    
Nonsense word fluency
Word reading fluency
Oral reading fluency  
Maze (basic comprehension)    
Required additional measures at each grade level below 
Oral language
Vocabulary

Amplify assessment invalidation process

  1. Teacher requests approval for an invalidation from a school-level administrator and provides a valid reason for requesting the invalidation.
  2. School-level administrators reach out to the district Read to Achieve (RtA) contact to approve the invalidation.
  3. District RtA contact approves the request and notifies the school-level administrator who notifies the teacher.
  4. Teacher invalidates assessment.

Professional Learning

Stay tuned for new registration links!

Stay tuned for new registration links!

Preparing for EOY (Administrators and Enrollment)

North Carolina Online Course

All of our monthly webinars will be linked in the online course. You will access the North Carolina Online Course to view previous webinars.

  1. When you open your course you will see a navigation panel along the left hand side. 
  2. At the top of this panel, you will see a small back arrow by the title mCLASS in North Carolina Initial Training. 
  3. Click on that back arrow to be taken to the beginning of the course with the introduction.
  4. When you land on that Introduction page along the left panel, you will see the welcome to the course. 
  5. Scroll down that left panel to the section titled Monthly Recorded Webinars, within that section you will see a link to the page where we are posting the webinars, click on the “this page” link.

mCLASS DIBELS 8th Edition online course

As part of the implementation of mCLASS with DIBELS 8th Edition for the 2023-24 school year, all North Carolina educators will have access to a self-paced online course as a support for a successful implementation and to serve as a resource throughout the school year.

Learn how to:

  • Administer and score mCLASS with DIBELS 8th Edition Interpret student data Identify students’ instructional need Access skills-focused lessons.
  • Plan differentiated instruction.
  • Please contact your district for access information to the online course. Districts received the link for the course in the DPI memo. Please reach out to your DPI consultant for assistance.

Monthly Webinar recordings will be placed on the Online Course site upon the completion of each session.

In addition, PSUs may purchase additional remote or in-person training sessions. Amplify offers in-person training options pending:

  • agreement to Amplify’s Covid safety guidelines, and
  • confirmation of availability for the requested training date.

Contact us for more information on additional PD.

Reading Camp

Overview

The Excellent Public Schools Act of 2021 defines “Reading camp” as an additional educational program outside the instructional calendar that the local school administrative unit offers as a literacy intervention to:

  1. any third-grade student who does not demonstrate reading proficiency and
  2. any second-grade student who demonstrates difficulty with reading development. Local school administrative units may offer a reading camp as a literacy intervention to any first-grade student who demonstrates difficulty with reading development.

Resources

The resources below review the Summer Benchmark assessment, Reading Camp data, and explain enrollment for Reading Camp. 

Please Note: Do not make any manual changes in the Amplify platform prior to June 1st, 2026. Any changes made before this date will be overwritten. 

Additional support:

We will be hosting office hours each Wednesday from 2:00 pm-2:30 pm EDT starting May 20th, 2026 and continuing through July 15th, 2026. This is a time for you to chat directly with us so we can help answer any questions you may have regarding reading camp.

Click here to join the office hours.

Office hours will occur on the following dates:

  • May 20th
  • May 27th
  • June 3rd
  • June 10th
  • June 17th
  • June 24th
  • July 1st
  • July 8th
  • July 15th

Please note that this is not a presentation, but a chance to ask questions and receive specific support. 

Enrollment resources

Each night, DPI extracts rostering files from Infinite Campus and sends them to Amplify. Changes in the enrollment system are captured in mCLASS the next day. As a reminder, no manual changes can take place in mCLASS.

In order to be included in the staff file sent to mCLASS from Infinite Campus, staff members must have a Read to Achieve role assigned to them. It is also important to ensure staff members are active, have a district assignment (Navigation to verify district assignment: Search Staff > Census > Staff > District Assignments), and an email address associated with NCEdCloud; If a staff member receives a “user not found” message when attempting to log in to mCLASS via NCEdCloud, this means they do not have a staff record enrolled in mCLASS.

Additional troubleshooting documents around enrollment can be found here.

Infinite Campus Resources:

mCLASS reporting

mCLASS gives you instant results and clear next steps for each student. Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

View the mCLASS Reporting Guide to learn more.

Charter Schools

More information coming soon!

Remote assessment

We at Amplify and the team at the University of Oregon are here to provide continued guidance and support around collecting and using DIBELS® 8th Edition data.

This guide offers recommendations for benchmark assessment with DIBELS as well as tips for interpreting benchmark data during our unpredictable school disruptions.

North Carolina remote assessment guidance

Service Hub

Amplify Service Hub Now Live:
The Service Hub is an online portal which allows district- and school-level administrators to create support tickets, check on ticket status, and view reports related to support cases. Educators who have an RtA Admin role have access to the Service Hub. You can access the Service Hub here. Log in with the SSO Login icon and search for North Carolina Public Schools. Your NCEdCloud credentials will enable you to access the Service Hub.

Learn about navigating, viewing insights, and more in the

Amplify Service Hub Overview.

Spanish in NC

mCLASS Lectura is available for all students enrolled in a Dual Language program. When mCLASS Lectura is used with D8 teachers have access to the dual language report. This report provides side-by-side data of the student’s performance in Spanish and English. 

Then mCLASS suggests actual strategies and specific activities to promote cross-linguistic transfer for bilingual students.

If you have students that would benefit from this assessment but are not enrolled in a dual language program, individual licenses can be purchased. Please reach out to your CSM and Jennifer Eason, your Account Executive, for more information.

Science of Reading resources

To continue your own professional learning around the Science of Reading, subscribe and join with your colleagues.

Science of Reading: The Podcast delivers the latest insights from researchers and practitioners in early reading. Further your professional development with each episode by subscribing and downloading them now.

Science of Reading: The Community is built for those committed to fostering conversation around the Science of Reading and implementing best practices in the classroom (including the virtual classroom).

What does classroom instruction look like when it is based on Science of Reading practices? We’ve outlined a Science of Reading action plan to guide your evaluation in our new FREE ebook, Science of Reading: Making the shift.

Caregiver supports

The mCLASS Home Connect website houses literacy resources for parents and caregivers, including at-home lessons organized by skill to help students at home during remote learning. Our mCLASS parent/caregiver letters in English and Spanish ensure that families know how to best support their child.

Screenshot of the mclass home connect website showing educational activities in three categories: word race, count the ways, and mystery game, with navigation options at the top.

Support

NCDPI has been provided with its own dedicated support line: +1 (888) 890-2505
The current national support line will remain available and include the North Carolina option on the phone tree throughout the fall.

FAQs

Interested in learning more?

Amplify and NC DPI are collaborating on this FAQ. Please continue to check back, as we are updating this based on questions we receive about mCLASS and the current NC implementation.

FAQ Link

Additional Amplify products

Get in touch with us to learn more about bringing other high-quality Amplify programs to your school or district.

Amplify Science

A new NGSS-designed core curriculum for grades K–8

Illustration of a futuristic space station with large solar panels, orbiting in deep space, emitting a blue glow from its propulsion system.

Welcome, Louisiana reviewers

mCLASS Intervention is an evidence-based program for helping struggling K-6 readers catch up to grade level. Importantly, it:

  1. Uses data from the Louisiana state-approved early literacy screening assessment, DIBELS 8th Edition, when collected on the mCLASS platform.
  2. Aligns with CKLA, a Tier 1 K–5 Core Curriculum reviewed by the Louisiana Department of Education that uses similar approaches to teach reading skills.
  3. Gives teachers time back in the day by doing the heavy lifting of data analysis and lesson sequencing, helping make effective staff-led intervention a reality.

A collaboration between Amplify, classroom practitioners, and leading researchers including Dr. Catherine Snow, mCLASS Intervention offers Louisiana schools a standards-aligned program grounded in the science of reading. As a trusted partner across the state, we look forward to working with you to ensure teachers and students have access to high-quality instructional materials.

Program overview

mCLASS Intervention is a staff-led, supplemental Tier 2/3 intervention program that covers the five big ideas of reading, using the continuum illustrated below. Each hexagon represents a skill taught in mCLASS Intervention. Skills to the left are generally precursors to skills on the right.

The strength of mCLASS Intervention comes from its technology-powered algorithm. Using sophisticated software algorithms, mCLASS Intervention automatically:

  • Analyzes DIBELS 8th Edition and diagnostic measure results collected via the mCLASS platform.
  • Determines which skills each student already knows and which they are ready to learn next.
  • Puts students into small homogeneous groups of 4–6.
  • Compiles detailed lessons that target the specific needs of each group.

Here is a brief example of how mCLASS Intervention identifies the right target for each student.  The image below shows the MOY Nonsense Word Fluency (NWF) results for two first-grade students—Student A and Student B.

They both scored 29, which is Well Below Benchmark for this time of year. In spite of the students having the same score, mCLASS Intervention employs automatic analysis of item-level responses to detect that they are actually at different points in the continuum. For Student A, mCLASS Intervention recommends a focus on letter-sound knowledge, and sounding out and blending. For Student B,  mCLASS Intervention recommends a focus on Regular & Irregular Word recognition. (mCLASS Intervention spirals instruction by having students work in two strands at the same time.) Without mCLASS Intervention, this type of analysis would take educators hours to complete and, as a result, could only be completed sporadically. The automatic nature of mCLASS Intervention’s data analysis algorithm makes it possible for busy educators to complete this analysis regularly, which in turn enables them to continually target intervention instruction at students’ evolving needs, day after day. 

The mCLASS Intervention algorithm not only determines the ideal instructional focus for each student, but also automatically forms small groups of 4–6 students who share the same instructional focus and builds a 10-day plan with detailed lessons that target the specific needs of each group.

Each 10-day plan systematically builds skills. For example, in the 10-day plan below, mCLASS Intervention has a particular group of students work on phonological awareness and letter sound knowledge. And within phonological awareness, mCLASS Intervention first introduces the group to phoneme segmentation; moves students through phoneme identification and substitution in subsequent days; then finishes with first, last, and middle sound segmentation.

This systematic move from less advanced to more advanced skills allows for spaced practice over time, which research has shown to have significant impact on student literacy growth. 

In a Tier 2 intensity, mCLASS Intervention lessons last 30 minutes per day and are delivered daily in groups of 4–6 students. Each session has five activities and each activity is 5–8 minutes long. In a Tier 3 intensity, mCLASS Intervention lessons can be 30 or 60 minutes per day and are delivered daily in groups of 3–4 students. 

Below is an example of a middle sound segmentation activity.

We want to highlight two things from this example: 1) The instructional approach is explicit, and 2) the guidance provided is very detailed.

Explicit instructional approach: All mCLASS Intervention activities begin with a Model (“I Do”) followed by a Practice (“You Do”). During the Model section, the instructor demonstrates how to do the activity. During the Practice section, the instructor has students practice. mCLASS Intervention uses subtle but impactful moves to maximize students’ independent thinking during the Practice portion of an activity. For example, in this activity, mCLASS Intervention has the instructor call on a student only after posing the question to all students in the group and giving the group 3–5 seconds of “think time.” This approach helps instructors keep all students mentally engaged because, should they take the opposite approach of calling on one student and then asking the question, the students who were not called on would tune out and inadvertently rob themselves of crucial practice opportunities they need to catch up to their grade-level peers.  

Detailed guidance: Because mCLASS Intervention activities are detailed, both certified educators and paraprofessionals with little or no training in early elementary reading can deliver mCLASS Intervention with impact. This detailed guidance gives schools a range of options when it comes to staffing intervention, and that added flexibility is vital—especially for moderate and high need schools, which often struggle to provide intervention to all students in need.

Keep in mind that an activity such as the one above represents just 1/5th of a lesson. The additional four activities that round out a 30-minute intervention lesson are short (5–8 minutes each) and varied. Some cover one skill of focus, while others cover the other skill of focus. mCLASS Intervention also regularly incorporates game-based, kinesthetic, peer-to-peer approaches to further increase student engagement and, as a result, educators often report that mCLASS Intervention is their students’ favorite part of the day.  We think this is because students get more attention in a small group; the instruction is targeted to their needs so they are neither bored nor overly frustrated; and the 30 minutes are filled with short, varying, fast-paced, high-energy activities.

The swift pace of mCLASS Intervention is present in the activities that older students work on as well. These students often work on fluency and comprehension at the same time. In the 10-day plan below, you can see how their lessons include the same structure of short and varying activities.

Program components

Site License

Each school needs a site license to the mCLASS Intervention software.  This provides access to the tools interventionists use throughout the year, such as:

  • An assessment app for conducting progress monitoring.
  • A grouping tool that forms small groups of 4–6 students with similar skill profiles.
  • A lesson builder that delivers customized 10-day lesson plans for groups.

See sample 10-day lesson plans

  • Analytical reports for reviewing progress.
  • A practice app for K–2 students to use outside of intervention time.

mCLASS Intervention Kit

mCLASS Intervention kits are recommended, but optional. These kits include the following materials that interventionists bring to lessons:

  • Picture cards
  • Letter cards
  • Regular word cards
  • Irregular word cards
  • Letter combination cards
  • Vocabulary cards
  • Fluency cards
  • Puppet 
  • Resealable bags
  • Magnifying glass
  • Portable whiteboard
  • Dry-erase markers
  • Counting chips
  • Decoding assessment book
  • Vocabulary assessment books
  • Comprehension assessment book

We recommend one mCLASS Intervention kit per interventionist serving K–3 and one mCLASS Intervention kit per interventionist serving 4–6. 

If a school is not able to purchase one kit per interventionist, educators can assemble the materials themselves using our directions here.

DIBELS 8th Edition Kit

Educators administer DIBELS 8th Edition and proprietary diagnostic probes to place intervention students into the program.

Schools can purchase DIBELS 8th Edition kits through Amplify or download forms from the University of Oregon’s site here

For the proprietary diagnostic probes, educators can find the assessment forms in the mCLASS Intervention kit or download them from our teacher portal here

Getting mCLASS Intervention up and running

We have step-by-step guides with training videos and detailed FAQs to help educators get mCLASS Intervention running smoothly in their schools.

  • Schools that screen with DIBELS via mCLASS follow these steps to get Intervention up and running.
  • Schools that screen with another reading assessment (e.g., paper/pencil DIBELS, iReady, NWEA MAP) follow these steps to get Intervention up and running.

Take a tour

Find step-by-step instructions for reviewing lessons and placement materials in our navigation guide

This short video below shows you what those steps look like.

Professional development

For more than a decade, Amplify has provided high-quality customized professional development to meet the specific needs of educators at all levels and improve student outcomes across multiple schools, districts, and states. Our professional development opportunities extend beyond initial product trainings and are proven to leverage data to support effective implementation, consistent administration, focused progress monitoring, skill-focused data analysis, and instructional planning.

There are two distinct roles in mCLASS Intervention critical to ensuring its success at a school site. Professional development is designed to target these different roles:

  • Intervention Coordinator:
    Oversees the mCLASS Intervention program, groups students, determines group assignments, adjusts schedules, and works closely with Interventionists. 
  • Interventionists:
    Instructors who deliver the daily mCLASS Intervention program to small groups of students and monitor students’ progress every two weeks. 

We deliver professional development sessions through multiple formats, including:

  • Onsite:
    Sessions are delivered in person (30 participants).
  • Virtual:
    Sessions are delivered remotely through webinars (15 participants).
  • On demand:
    Resources are posted on the training platform and can be accessed anytime (Individually).

We offer two types of training to support implementation of mCLASS Intervention: Initial Training Sessions and Coaching Sessions.

TRAINING TYPEPURPOSEDATE
Initial Training SessionsIntroduce all stakeholders to mCLASS Intervention and the responsibilities of their individual roles.Beginning of year
Coaching SessionsSupport Intervention Coordinators with data management and fidelity, and support teachers with lesson delivery, progress monitoring, and data analysis.As identified by school

Initial Training Sessions

Training title

Modality

Objectives

Comprehensive Initial Training

1.5 days

Hybrid model*

  • ½-day remote webinar for Intervention Coordinators
  • 1-day onsite training for Interventionists

Interventionist coordinator objectives:

  • Understand how mCLASS Intervention works and what is required to maximize student progress.
  • Learn how to optimize groups and staff schedules to serve all students in need of intervention.
  • Develop the implementation work plan for the school.

Interventionist objectives:

  • Learn how mCLASS Intervention works.
  • Deliver lessons that maximize student progress.
  • Improve lesson delivery, with feedback from certified trainer.
  • Monitor progress with Intervention measures.
  • Increase accuracy of administration of measures.

Comprehensive Initial Training

1.5 days

Remote model*

  • ½-day remote webinar for Intervention Coordinators
  • 1-day remote training for Interventionists
 

*Depending on your needs, Amplify can also deliver these sessions in a Training of Trainers (TOT) model, where sessions are delivered to select leaders from each school, and participants will turn-key training content to their colleagues.

Our Coaching Sessions are also offered in multiple formats, to include full- and half-day in-person sessions, and hourly remote sessions.

Coaching Sessions

Training title

Modality

Objectives

One-day Coaching 1-day onsite

Objectives for these sessions will depend on the content needs determined by the school. Topics can include but are not limited to:

  • Observing Intervention lessons and providing feedback.
  • Analyzing mCLASS Intervention data.
  • Reviewing student progress, and planning next steps.
  • Refining groups and schedules.
  • Co-planning and modeling Intervention lessons.

Half-day Coaching ½-day onsite
Hourly Coaching 1-hour remote

FAQ’s

Do schools need to screen with mCLASS DIBELS 8th Edition to use mCLASS Intervention?

No. Amplify has an mCLASS Intervention offering designed for schools that use their own reading screener. These schools use the results from their own reading assessment to determine who’s at risk. Then they administer DIBELS 8th Edition and Amplify’s proprietary diagnostic measure via mCLASS to the students who will receive mCLASS Intervention. Of course, we highly recommend using mCLASS DIBELS 8th Edition for screening the entire class, as it would efficiently serve as both a screener and placement tool into mCLASS Intervention.

How does placement into mCLASS Intervention work?

You can learn on our teacher portal site. Here are the placement procedures for schools that:

Screen with mCLASS DIBELS 8

Screen with their own reading assessment

Does mCLASS Intervention teach skills that are taught in previous grades?

Yes, mCLASS Intervention was designed to detect students’ earliest skill gaps and provide teachers with high-quality resources for addressing them. 

How do teachers set goals?

mCLASS Intervention comes with a goal-setting tool that helps educators choose goals for students. It does this by providing score ranges that represent average, above average, and well above average growth in the skills being worked on.

Administrators, welcome to mCLASS!

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

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

Onboarding: What to expect

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

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

Technology requirements and guidelines

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

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

Data sharing agreement

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

Stay tuned for additional updates.

Enrollment and licensing overview

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

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

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

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

Preparing for your materials

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

What’s included in the kits?

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

DIBELS 8th Edition

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

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

Maze administration:

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

Materials for additional assessments in the mCLASS suite

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

TRC Atlas Benchmark kit

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

mCLASS: Math

Kindergarten and grade 1 combination kit

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

Grade 2 kit

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

Grade 3 kit

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

Multi-grade kit, including K–3

  • All materials listed above

IDEL

IDEL Multi-grade kit (K–3):

  • Kit includes K–3 student and teacher materials

TRC Spanish

TRC Spanish Benchmark kit (K–3)

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

Intervention

K–3 and 4–6 kits (sold separately)

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

Announcements

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

Next steps: How do I support my teachers?

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

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

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

Contact us

Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support at no cost to educators using our programs. This free service includes:

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

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

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

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

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

Making the most of your stimulus funding

There are literally billions of dollars left in ESSER stimulus funds—and regardless of the role you serve in K–12 education, some of those dollars can help you and your students. Though you have until Sept. 30, 2024, to assign these funds, it’s never too early to ensure that you and your colleagues are taking advantage of what’s available to you to invest in your students and classrooms. 

While 20% of your district’s funding must target instructional loss caused by the pandemic, you can direct the rest toward your specific needs—whether you need print instructional materials, dual language supports, or personalized learning to help your students catch up.

We’re happy to guide you through the current funding landscape and offer some tips for claiming your funding and helping get your students back on track.

Overview of the stimulus funding landscape

We’ve reached historic levels of federal investment to support the recovery of K–12 education. The American Rescue Plan (ARP) has supplied our nation’s schools with three buckets of ESSER stimulus funds:

  • $13 billion under the CARES Act in March 2020 (ESSER I)
  • $54 billion under the CRSA in December 2020 (ESSER II)
  • $122 billion under the ARP in March 2021 (ESSER III)

This brings the total funds to $189 billion—a staggering amount available to help you, your students, and your colleagues. ESSER III funds must be assigned by Sept. 30, 2024, but this doesn’t mean the programs and services you purchase will expire. Your state can request an 18-month extension to liquidate the funds, and the changes needed to transform student performance and other school needs aren’t bound by this date.

As you consider how to spend your funding, keep in mind that there are 16 types of allowable expenses, including learning software; summer learning and after-school programs for at-risk students; and activities that support federal requirements, such as ESEA and Titles I, II, III, and IV.

Spending priorities across states

Within the boundaries of allowable expenses, many states have already begun deciding how they want to target the specific needs of their districts.

Stimulus investments must reflect your district’s needs while taking into account the unique skills and gaps of individual students.

At the state level, Georgia is prioritizing student mental health and wellbeing, while Massachusetts is taking on that issue in addition to figuring out how to measure learning loss and helping districts reopen safely. 

New York is emphasizing early childhood education, staff training, maintaining operations, and education technology. Kansas has similar goals with learning software, in addition to a focus on continuing operations, providing sanitation supplies, and catering to remote students’ needs.

One report tracking stimulus funding in 1,040 school districts across 35 states found patterns among school needs. More than half the districts studied set aside funds for summer learning, a third plan to pay for transportation, and a quarter will invest in online platforms.

Amplify programs fit the bill

All Amplify programs and services meet the funding criteria, including our literacy, dual language, and STEM suites.

Our literacy suite is made up of high-quality instructional materials that are based on evidence, which is one of the purchasing requirements in the American Rescue Plan. These programs provide students with personalized instruction—whether it’s at the core, supplemental, or intervention levels.

For more detailed information about using stimulus funding to get your students back on track in reading, watch our recent webinar to learn more about Amplify Reading, our personalized reading program for grades K–5, and mCLASS, our early foundational literacy assessment.

Want to learn more about ESSER and how to use these funds thoughtfully? Visit our stimulus funding webpage where you’ll have access to a tracking tool that allows you to search by state and district to see approximately how much money is headed your way. As you explore ways to use the funds available to you, be mindful about the long-term impacts of the choices you’re making, and listen to your teachers, students, and overall school community. Creating or expanding upon an instructional system that includes core curriculum, a reliable assessment tool, and personalized and supplemental learning is a great way to set your teachers and students up for success now and in the future.

The power of technology in the math classroom

You might say math and tech go hand in hand. And these days, of course, kids and tech go literally hand in hand. So it makes sense that using digital tools in the math classroom can help teachers reach students, and teach the math content they need to learn. But truly integrating technology into math instruction is not just a matter of adding random gadgets and gizmos. We need to do more—especially if we want to leverage the power of math technology to engage all students.

Why integrate technology into the math classroom

Integrating technology into instruction delivers numerous benefits in the classroom–perhaps especially in the math classroom.

Numerous studies suggest that technology can support student learning in the math classroom. This tech might take the form of graphic calculators, digital manipulatives, or learning software. In general, such tools have been shown to help students improve both their understanding of math concepts and their performance on tests.

Thoughtful tech has these effects in part because it can make math more engaging. Students are generally more excited to dive into a visually appealing and interactive program than a black-and-white math textbook.

Integrating technology into a math classroom also means:

  • Personalized learning: Students can work at their own pace and get tailored guidance and feedback.
  • Collaboration: Students can work together regardless of their physical location.
  • Real-world applications: Technology can simulate real-world scenarios that require mathematical reasoning and critical thinking skills.
  • Saving teachers time: Technology helps teachers assess learning more effectively, providing real-time feedback and helping them identify where students need support.
  • Preparing students for the future: After all, most jobs require the use of technology!

How to integrate technology into the math classroom

The most effective technology approaches in the math classroom are active, not passive. They also invite deep thinking and productive struggle rather than speed and rote memorization.

The National Council of Teachers of Mathematics (NCTM) includes this guidance in its Principles to Action:

“An excellent mathematics program integrates the use of mathematical tools and technology as essential resources to help students learn and make sense of mathematical ideas, reason mathematically, and communicate their mathematical thinking.”

The NCTM recommends that teachers: “incorporate mathematical tools and technology as an everyday part of the mathematics classroom, recognizing that students should experience ‘mathematical action technologies’ and physical or virtual manipulatives to explore important mathematics.”

Here are just a few approaches that enhance engagement:

  1. Use interactive whiteboards or projectors: You can display math problems and solutions, diagrams, graphs, and simulations, allowing students to interact with and manipulate visual representations of math concepts.
  2. Use graphing calculators and virtual manipulatives: They can help students visualize and solve complex math problems, and prepare them for more advanced mathematical concepts.
  3. Use gamification techniques: Can make math more engaging and fun for students.
  4. Use online collaboration tools: These tools can help students work together on math problems and projects, even when they are not in the same physical location.
  5. Use select social media and other online platforms: To create math communities where students can collaborate, share resources, and ask questions.
  6. Use math software and apps: These programs can help students practice math, solve problems, and visualize math concepts in 3D or interactive models.

How Desmos Math 6–A1 delivers

Desmos Math 6–A1 is just that kind of program. It provides dynamic and interactive digital math learning experiences, alongside flexible and creative print activities. Its teacher dashboard is designed to encourage classroom discussion and collaboration. It invites students to explore a variety of approaches—and invites teachers to celebrate and develop interesting thinking in their classrooms.

The dashboard also shows teachers actionable formative assessment data for each student and the entire class, and allows them to leave written feedback for students in their lessons.

And we know it works. Teachers and students in our pilot program said that students learned more with Desmos Math 6–A1 than with their prior program. (See case studies in a large midwestern school district and in Naugatuck Public Schools.)

What’s more, Desmos Math 6–8 has earned perfect scores and an all-green rating from EdReports. This is a powerful affirmation not only of our program, but also of high-quality instructional materials, student-centered instruction, and thoughtful technology in the math classroom.

Learn more

Start your 30-day free trial of Desmos Math 6–A1.

mCLASS® Lectura for SFUSD

mCLASS® Lectura is the brand-new Spanish-language counterpart to the mCLASS® with DIBELS® 8th Edition comprehensive diagnostic assessment system. Its screening, diagnostic assessment, and progress monitoring measures gauge student progress toward reading proficiency, and helps identify students who may be at risk of future reading difficulties such as dyslexia.

What is mCLASS?

mCLASS is a best-in-class assessment platform that houses a suite of proven, gold-standard assessment measures and tools that can be flexibly combined to meet the unique literacy needs of both teachers and students across grades K–6, including:

  • Universal screening
  • Diagnostic assessment
  • Text Reading and Comprehension (a.k.a. running records via Amplify Atlas Español)
  • Dyslexia screening
  • Progress monitoring
  • Dual language reporting
  • Targeted teacher-led instruction

What is the Lectura assessment?

The Lectura assessment is a brand-new interim and diagnostic assessment that consists of measures based on the latest research of how Spanish literacy develops.

Co-developed with the Center on Teaching and Learning at the University of Oregon (UO CTL) and validated in partnership with Dr. Lillian Durán, the Lectura assessment was created to provide educators with a high-quality, evidence-based tool to support understanding of Spanish-speaking students’ biliteracy development, specifically foundational Spanish reading skills, which includes measures of phonological awareness, alphabetic understanding and decoding, reading fluency, and reading comprehension.

The measures in Lectura were written from the ground-up to assess students’ literacy development based on how Spanish literacy develops. Measures explicitly account for the syllabic and morphological structures of Spanish, and connected text was written and calibrated with respect to syntactical, lexical, and grammatical rules of Spanish. For example, phonological awareness is measured using syllable segmentation, and letter sounds and syllable reading are included in the decoding subtests for greater face-validity (in lieu of pseudowords). Word choice reflects the multisyllabic word complexity and variety of Spanish, driven by how decoding skills develop in Spanish. As such, Lectura provides instructionally actionable data for all students, including those scoring below the benchmark and those who meet or exceed the benchmark.

The Lectura assessment measures were purposefully designed, developed, field tested, and evaluated to address limitations that educators of Spanish speaking students have experienced in assessments. Specifically in these ways:

  • Assessment measures based on current research on how Spanish literacy is developed
  • Culturally responsive word choice and content reflecting the regional diversity of Spanish
  • Technical adequacy established through rigorous study
  • A sample size and geographic diversity reflecting the broad population of Spanish speakers across the U.S.
  • Complete parity with English solutions (instructional tools, skill coverage)

Assessment measures by grade

Lectura measures at each grade level 

Measure

Grade K Grade 1 Grade 2 Grade 3 Grades 4–6
Fluidez en nombrar letras An orange check mark icon on a white background. An orange check mark icon on a white background.    
Fluidez en la segmentación de sílabas An orange check mark icon on a white background. An orange check mark icon on a white background.      
¿Qué queda?    
Fluidez en los sonidos de letras An orange check mark icon on a white background. An orange check mark icon on a white background.      
Fluidez en los sonidos de sílabas An orange check mark icon on a white background. An orange check mark icon on a white background.      
Fluidez en las palabras An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.
Fluidez en la lectura oral   An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.
¿Cuál palabra?   An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.
Amplify measures at each grade level
Oral Language Español An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.    
Vocabulario An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background. An orange check mark icon on a white background.

Assessment measures sample videos

Please note that the videos below are intended for illustrative purposes only. Performance levels in mCLASS Lectura have yet to be finalized.

mCLASS Lectura measure: Fluidez en nombrar letras (FNL)

Students are asked to identify as many uppercase and lowercase letter names as they can in one minute.

mCLASS Lectura measure: Fluidez en los sonidos de letras (FSL)

Students are asked to identify the sounds of as many uppercase and lowercase letters as they can in one minute.

mCLASS Lectura measure: Fluidez en los sonidos de sílabas (LSS)

Students are presented with a page of printed orthographically regular Spanish syllables and asked to read as many syllables as they can in one minute.

mCLASS Lectura measure: Fluidez en la lectura oral (FLO)

Students are presented with an authentically written informational or narrative passage of Spanish connected text and asked to read as much of the passage as they can in one minute.

mCLASS Lectura measure: ¿Qué Queda? (QQ)

Students are presented with a word orally and then the examiner omits part of the word (i.e., compound word part, syllable, or phoneme). Students are asked to identify what word remains after the word part has been elided.

What makes mCLASS Lectura different?

mCLASS Lectura combines the power of the mCLASS assessment platform and the effectiveness of the Lectura assessment measures. As a result – educators are empowered with latest and greatest assessment tool.

More than a test, mCLASS Lectura is an integrated system that closes the knowing-doing gap by helping teachers take immediate instructional action that’s right for each and every student. What’s more, it addresses the classroom inequities Spanish-speaking students face along their early literacy journeys.

Spanish-speaking students have been underserved and misclassified for decades. With mCLASS Lectura, teachers of Spanish-speaking students finally have access to the same robust assessment tools that have been available to teachers of English-speaking students for years.

Plus! When mCLASS Lectura and DIBELS 8th Edition are used together, teachers are empowered with a more holistic view of their Spanish-speaking students abilities in both English and Spanish, making instructional next steps more targeted and effective.

What makes mCLASS Lectura different?

  1. It gives teachers access to authentic Spanish measures. Amplify is the only provider of the Lectura assessment. Rather than a direct translation of an English assessment, our solution is the only one to provide teachers a research-based, authentic Spanish assessment that is both valid and reliable.
  2. It makes it faster and easier to understand where every student is in their early literacy journey. By combining 1:1 observational diagnostic assessments, dyslexia screening, progress monitoring, instant scoring, rigorous reporting, automatic student grouping, and targeted instruction all in one place, it reduces the instructional delays associated with manual scoring, manual data analysis, and manual lesson planning.
  3. It brings more equity to the classroom. When used in conjunction with mCLASS DIBELS 8th Edition, teachers have access to Dual Language Reports that highlight a students strengths and weaknesses in both English and Spanish.
  4. It makes every instructional minute count. In addition to one-minute measures that quickly gauge student progress toward reading proficiency, it leverages a teacher’s most powerful instructional tool — their own 1:1 observations.
  5. It drives growth more efficiently. Rather than relying on broad composite scores alone, granular data and in-depth insights for every student help teachers pinpoint exact skill gaps and areas of unfinished learning, making whole-group, small-group, and 1:1 instruction more targeted and effective.
  6. It saves teachers time. Instant reports, automatic student groups, and ready-to-teach lessons mean teachers spend less time cobbling together materials and more time working directly with students and responding to their needs.

Assessment systems must enable and compel educators to answer not just the “What?” questions, but also the “So What?” and “Now What?” questions. These are the questions that are essential in transforming classroom instruction, and the questions that mCLASS Lectura helps teachers answer with confidence.

How does mCLASS Lectura support screening for dyslexia risk?

mCLASS Lectura subtests have been specifically designed and validated to screen for dyslexia risks.

mCLASS Lectura was specifically developed to ensure the measure is able to meet state-level screening requirements for both dyslexia and universal reading screening. The research and development of Lectura was designed with this use in mind to accurately identify reading difficulties, including difficulties related to risk for dyslexia.

How does mCLASS Lectura support the use of running records?

Track your students’ reading progress from every angle with the Text Reading and Comprehension (TRC) assessment. When TRC is paired with the Lectura assessment, classroom teachers unlock the ability to record reading behaviors through running digital records. Available in English and Spanish, it measures reading comprehension and provides insight into how each student finds meaning in text.

A digital interface showing a step-by-step guide in Spanish for a language and oral class. The guide includes sections on content and organization with expandable details for each step.

How does mCLASS Lectura turn data into instant action?

mCLASS Lectura gives you instant results and clear next steps for each student.

Quick and actionable reports provide detailed insight into students’ reading development across foundational literacy skills for teachers, specialists, administrators, and caregivers.

Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.

Diagnostic assessment

mCLASS Lectura analyzes individual student response data through a proprietary scoring algorithm that pinpoints a student’s specific area(s) of growth and improvement, providing classroom teachers in-depth insight into a students’ instructional needs.

Ready-to-teach instruction

Immediately following the analysis of individual student responses, mCLASS Lectura provides an in-depth diagnostic report complete with suggested next steps, also known as “mCLASS Instruction.”

mCLASS Instruction evaluates each student’s responses on each individual subtest and instantly:

  • Provides a list of specific needs by student, such as struggling with medial vowel sounds or difficulty reading words with consonant blends.
  • Groups students automatically based on similar discrete skill needs, not simply composite scores like other assessment tools.
  • Recommends a variety of ready-to-teach lessons that specifically target each individual student’s areas of need or common areas of need for small-group instruction.

Classroom skill and benchmark summary

The Classroom Skill Summary report is a dashboard showing benchmark performance on each skill. Teachers can use it to determine which skill areas need instructional focus at a classroom level.

The Classroom Benchmark Summary report is a classroom-wide view of overall reading performance. Teachers can use this report to determine if composite scores improved, declined, or remained the same each semester.

Detailed benchmark performance

Teachers can see each student’s performance during the current school year, on each subtest as well as the overall composite. The benchmark goal displays below the subtest name when applicable. The ability to sort the columns in this report gives teachers more flexibility to analyze data the way they prefer.

Dual language reports

When mCLASS Lectura and mCLASS with DIBELS 8th Edition are used together, teachers will receive an asset-based picture of a student’s biliteracy and instructional guidance on how to leverage literacy skills in one language to support literacy skill development in the second language.

  • Side-by-side view of foundational literacy skills in English and Spanish
  • Explicit guidance to teachers to support asset-based instruction using cross-linguistic transfer strategies
Screenshot of a student's mCLASS Lectura literacy skills evaluation report detailing progress in English and Spanish reading abilities, with charts and textual information.

Progress monitoring summary

See which subtests have been assessed since the most recent benchmark assessment, how students performed on the three most recent progress monitoring assessments for each measure, and which students have not been progress monitored since the benchmark assessment.

Caregiver supports

The mCLASS Home Connect letter provides parent and caregivers information in English or Spanish about the student’s literacy and guidance on how to support their child at home.

Screenshot of a digital document showing a student's performance evaluation, with text, tables, and color-coded performance ratings.

Clickable demo

Our clickable demo is a great way to orient yourself to the organization of our mCLASS platform and the mCLASS Lectura assessment. Click the button below to get started.

Screenshot of an educational software dashboard displaying student progress, with tabs for instruction and home connection in dual language.

Here you will find 10 interactive screens:

  • Screen 2: Scroll down to the class list. Find Gabriel Archulata. Click on his score for “Decodificación”.
  • Screen 3: Explore Gabriel’s measure transcript. Then click on the gray arrow to the far right to advance to the next screen.
  • Screen 4: Click on the “Instruction” tab.
  • Screen 5: Scroll down to “Decoding Group 4” and click “See Activities”.
  • Screen 6: Click on the first activity called “Identificar y leer palabras con los dígrafos ch y ll.”
  • Screen 7: Click on the gray arrow to the far right to advance to the next screen.
  • Screen 8: Explore the detailed “Student” tab and then click the “Dual Language” tab.
  • Screen 9: Scroll down to the section about Gabriel’s phonological awareness skills. Click on the link called “Cross-Linguistic Transfer: Phonological Awareness”.
  • Screen 10: Click on the gray arrow to the far right to advance to the next screen. Explore the “Home Connect” letter.

Welcome, Michigan Committee for Literacy Achievement!

We’re excited to share everything you need to critically evaluate Amplify CKLA 3rd Edition, our K–5 core literacy program. On this site, you’ll find a range of materials and literacy tools, including Reviewer Resources and Teaching Materials (Teacher Guides, Activity Books, and Student Readers) organized by grade and unit.

We hope you find the site helpful. We welcome your thoughts and questions!

Reviewer resources

Key bid documents:

Overview and program resources:

Alignment and scope and sequence:

Curriculum maps by grade:

Kindergarten

Explore all available resources for Kindergarten, organized by strand and unit.

Knowledge Strand

Unit 1: Star Light, Star Bright: Nursery Rhymes and Fables

Unit 2: See, Hear, Smell, Taste, Touch: The Five Senses

Unit 3: Underdogs and Heroes: Stories

Unit 4: See How They Grow: Plants

Unit 5: Moo, Cluck, Oink: Farms

Unit 6: Deep Roots: Introduction to Native American Cultures

Unit 7: All Around the World: Geography

Unit 8 (Choice): Royal Tales: Monarchs

Unit 8 (Choice): National Icons: Presidents and American Symbols

Unit 9 (Choice): Our Planet: Taking Care of the Earth

Unit 9 (Choice): Rain and Rainbows: Seasons and Weather

Unit 10: Shaped by Nature: Art and the World Around Us

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Ancillary Components

 

Grade 1

Explore all available resources for Grade 1, organized by strand and unit.

Knowledge Strand

Unit 1: The Moral of the Story: Fables and Tales

Unit 2: From Nose to Toes: How Your Body Works

Unit 3: Common Threads: Different Lands, Similar Stories

Unit 4: Reach for the Stars: Astronomy

Unit 5: Charting the World: Geography

Unit 6: A World of Homes: Animals and Habitats

Unit 7: A New Nation: American Independence

Unit 8 (Choice): Once Upon a Time: Fairy Tales

Unit 8 (Choice): Our Planet: The History of the Earth

Unit 9 (Choice): From Babylon to the Nile: Early World Civilizations

Unit 9 (Choice): Early Americas: Maya, Aztec, and Inca

Unit 10: Adventure Stories: Tales from the Edge

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Ancillary Components

 

Grade 2

Explore all available resources for Grade 2, organized by strand and unit.

Knowledge Strand

Unit 1: Fortunes and Feats: Fairy Tales and Tall Tales

Unit 2: The Birthplace of Democracy: Ancient Greece

Unit 3: Legends and Heroes: Greek Myths

Unit 4: Our Planet: Cycles in Nature

Unit 5: Butterflies, Bees, and Beetles: Insects

Unit 6: A House Divided: The American Civil War

Unit 7: Sounds and Stanzas: Poetry

Unit 8 (Choice): Journeys to America: Immigration

Unit 8 (Choice): Making a Difference: Creating Change

Unit 9 (Choice): Building Blocks: All About Nutrition

Unit 9 (Choice): Early Asian Civilizations: India and China

Unit 10: Taking Flight: The Age of Aviation

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Ancillary Components

   

Grade 3

Explore all available resources for Grade 3, organized by unit.

Unit 1: Timeless Tales: Classic Stories

Unit 2: Fur, Fins, and Feathers: Animal Classification

Unit 3: Rhythm and Rhyme: Poetry

Unit 4: Rise and Fall: Ancient Rome

Unit 5: Our Solar System and Beyond: Astronomy

Unit 6: Regions and Cultures: Native Americans

Unit 7 (Choice): Novel Study: Charlotte’s Web

Unit 7 (Choice): Novel Study: Stella Díaz Has Something to Say

Unit 8 (Choice): Systems and Senses: The Human Body

Unit 8 (Choice): From Glow to Echo: Light and Sound

Unit 9: From Blues to Bebop: All That Jazz

Ancillary Components

Grade 4

Explore all available resources for Grade 4, organized by unit.

Unit 1: My Story, My Voice: Personal Narratives

Unit 2: Knights and Castles: Europe’s Middle Ages

Unit 3: Meaning and Metaphor: Poetry

Unit 4: Eureka! Student Inventor

Unit 5: Our Planet: Geology

Unit 6: Road to Independence: The American Revolution

Unit 7 (Choice): Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Unit 7 (Choice): Novel Study: The Season of Styx Malone

Unit 8 (Choice): Crafting Stories: A World of Tales

Unit 8 (Choice): Adventure on the High Seas: Treasure Island

Unit 9: Inspiration and Ingenuity: American Innovation

Ancillary Components

Grade 5

Explore all available resources for Grade 5, organized by unit.

Unit 1: In My Own Words: Personal Narratives

Unit 2: Early Americas: Maya, Aztec, and Inca

Unit 3: Visions in Verse: Poetry

Unit 4: A Knight’s Tale: Don Quixote

Unit 5: The Deep Blue World: Oceans

Unit 6: Cultures and Histories: Native Americans

Unit 7 (Choice): Novel Study: The Phantom Tollbooth

Unit 7 (Choice): Novel Study: The Science of Breakable Things

Unit 8 (Choice): Arts and Culture: The Renaissance

Unit 8 (Choice): Through the Forest: A Midsummer Night’s Dream

Unit 9: Building Up the World: Global Architecture

Ancillary Components

Skills Supplement (Grades 3-5)

These supplementary units for Grades 3-5 reinforce and build on K-2 foundational skills instruction.

Unit 1

Unit 2

Unit 3

Unit 4

   

Digital platform

In the 2025-26 school year, Amplify CKLA’s all-in-one platform will offer essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

A digital interface showing an assessment report on a monitor and a multiple-choice question on a tablet screen. Both screens display educational content from Amplify's assessment tools, providing personalized learning for multilingual learners.

Presentation Screens
Deliver interactive lessons with ready-made, customizable slides for every lesson.

Auto-scored digital assessments
Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

Standards-based reports
Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

Skill-building practice games
Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

eReader
Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

Sound Library
Students watch articulation videos and listen to songs for each sound to support phonological awareness.

Vocab App
Helps students in Grades 3–5 practice Amplify CKLA Tier 2 vocabulary words with fun, interactive games.

Intervention Toolkit
Offers user-friendly resources designed to aid educators in identifying and addressing deficiencies in students’ foundation skills.

Program support resources

Additional program resource documents:

Welcome, Indiana Department of Education!

Amplify CKLA 3rd Edition builds on the principles and instruction of previous editions to provide better-than-ever support for teaching and learning. The focus continues on delivering evidence-based instruction across a system of multi-tiered supports aligned with the Science of Reading and Writing.

We’re excited to share this site, where you’ll find a range of materials and literacy tools including Reviewer Resources and Teaching Materials (Teacher Guides, Activity Books, and Student Readers) organized by grade and unit.

We welcome your thoughts and questions!

An astronaut floats in space near the Moon, with a speech bubble displaying

Reviewer resources

Overview and program resources:

Alignment and scope and sequence:

Curriculum maps by grade:

Kindergarten

Explore all available resources for Kindergarten, organized by strand and unit.

Knowledge Strand

Unit 1: Star Light, Star Bright: Nursery Rhymes and Fables

Unit 2: See, Hear, Smell, Taste, Touch: The Five Senses

Unit 3: Underdogs and Heroes: Stories

Unit 4: See How They Grow: Plants

Unit 5: Moo, Cluck, Oink: Farms

Unit 6: Deep Roots: Introduction to Native American Cultures

Unit 7: All Around the World: Geography

Unit 8 (Choice): Royal Tales: Monarchs

Unit 8 (Choice): National Icons: Presidents and American Symbols

Unit 9 (Choice): Our Planet: Taking Care of the Earth

Unit 9 (Choice): Rain and Rainbows: Seasons and Weather

Unit 10: Shaped by Nature: Art and the World Around Us

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Ancillary Components

Grade 1

Explore all available resources for Grade 1, organized by strand and unit.

Knowledge Strand

Unit 1: The Moral of the Story: Fables and Tales

Unit 2: From Nose to Toes: How Your Body Works

Unit 3: Common Threads: Different Lands, Similar Stories

Unit 4: Reach for the Stars: Astronomy

Unit 5: Charting the World: Geography

Unit 6: A World of Homes: Animals and Habitats

Unit 7: A New Nation: American Independence

Unit 8 (Choice): Once Upon a Time: Fairy Tales

Unit 8 (Choice): Our Planet: The History of the Earth

Unit 9 (Choice): From Babylon to the Nile: Early World Civilizations

Unit 9 (Choice): Early Americas: Maya, Aztec, and Inca

Unit 10: Adventure Stories: Tales from the Edge

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Ancillary Components

Grade 2

Explore all available resources for Grade 2, organized by strand and unit.

Knowledge Strand

Unit 1: Fortunes and Feats: Fairy Tales and Tall Tales

Unit 2: The Birthplace of Democracy: Ancient Greece

Unit 3: Legends and Heroes: Greek Myths

Unit 4: Our Planet: Cycles in Nature

Unit 5: Butterflies, Bees, and Beetles: Insects

Unit 6: A House Divided: The American Civil War

Unit 7: Sounds and Stanzas: Poetry

Unit 8 (Choice): Journeys to America: Immigration

Unit 8 (Choice): Making a Difference: Creating Change

Unit 9 (Choice): Building Blocks: All About Nutrition

Unit 9 (Choice): Early Asian Civilizations: India and China

Unit 10: Taking Flight: The Age of Aviation

Skills Strand

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Ancillary Components

   

Grade 3

Explore all available resources for Grade 3, organized by unit.

Core Units

Explore all available resources for Grade 3, organized by unit.

Unit 1: Timeless Tales: Classic Stories

Unit 2: Fur, Fins, and Feathers: Animal Classification

Unit 3: Rhythm and Rhyme: Poetry

Unit 4: Rise and Fall: Ancient Rome

Unit 5: Our Solar System and Beyond: Astronomy

Unit 6: Regions and Cultures: Native Americans

Unit 7 (Choice): Novel Study: Charlotte’s Web

Unit 7 (Choice): Novel Study: Stella Díaz Has Something to Say

Unit 8 (Choice): Systems and Senses: The Human Body

Unit 8 (Choice): From Glow to Echo: Light and Sound

Unit 9: From Blues to Bebop: All That Jazz

Ancillary Components

Supplemental Skills Units

Grade 3 Skills resources are included in core classroom kits, although the instruction isn’t required for Grade 3 standards coverage.

Unit 1

Unit 2

Unit 3

Unit 4

   

Grade 4

Explore all available resources for Grade 4, organized by unit.

Unit 1: My Story, My Voice: Personal Narratives

Unit 2: Knights and Castles: Europe’s Middle Ages

Unit 3: Meaning and Metaphor: Poetry

Unit 4: Eureka! Student Inventor

Unit 5: Our Planet: Geology

Unit 6: Road to Independence: The American Revolution

Unit 7 (Choice): Novel Study: From the Mixed-Up Files of Mrs. Basil E. Frankweiler

Unit 7 (Choice): Novel Study: The Season of Styx Malone

Unit 8 (Choice): Crafting Stories: A World of Tales

Unit 8 (Choice): Adventure on the High Seas: Treasure Island

Unit 9: Inspiration and Ingenuity: American Innovation

Ancillary Components

Grade 5

Explore all available resources for Grade 5, organized by unit.

Unit 1: In My Own Words: Personal Narratives

Unit 2: Early Americas: Maya, Aztec, and Inca

Unit 3: Visions in Verse: Poetry

Unit 4: A Knight’s Tale: Don Quixote

Unit 5: The Deep Blue World: Oceans

Unit 6: Cultures and Histories: Native Americans

Unit 7 (Choice): Novel Study: The Phantom Tollbooth

Unit 7 (Choice): Novel Study: The Science of Breakable Things

Unit 8 (Choice): Arts and Culture: The Renaissance

Unit 8 (Choice): Through the Forest: A Midsummer Night’s Dream

Unit 9: Building Up the World: Global Architecture

Ancillary Components

Digital platform

In the 2025-26 school year, Amplify CKLA’s all-in-one platform will offer essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

A digital interface showing an assessment report on a monitor and a multiple-choice question on a tablet screen. Both screens display educational content from Amplify's assessment tools, providing personalized learning for multilingual learners.

Presentation Screens
Deliver interactive lessons with ready-made, customizable slides for every lesson.

Auto-scored digital assessments
Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

Standards-based reports
Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

Skill-building practice games
Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

eReader
Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

Sound Library
Students watch articulation videos and listen to songs for each sound to support phonological awareness.

Vocab App
Helps students in Grades 3-5 practice Amplify CKLA Tier 2 vocabulary words with fun, interactive games.

Intervention Toolkit
Offers user-friendly resources designed to aid educators in identifying and addressing deficiencies in students’ foundation skills.

Program support resources

Additional program resource documents:

Expect more from your assessments with mCLASS Math.

Understanding student thinking is the key to accelerating student performance.

Welcome to mCLASS® Math, the benchmarking and progress monitoring system for grades K–8 that measures proficiency, reveals underlying mathematical thinking, and informs instructional support for every learner. Analyzing student responses to reveal valid underlying mathematical thinking—even in wrong answers—helps better target individualized instructional recommendations that build grade-level proficiency.

Meet mCLASS Math.

mCLASS Math’s research-based benchmark and progress monitoring assessment system tracks performance against grade-level expectations to help predict later growth outcomes.

With screening and diagnostic capabilities and empirically established cut scores to assess risk, mCLASS Math reporting helps educators pinpoint strengths and areas of growth for individualized instructional support for every student. Together, these establish a strong Multi-Tiered System of Supports (MTSS).

This powerful assessment is digitally assigned to the whole class three times annually: beginning-of-year (BOY), middle-of-year (MOY), and end-of-year (EOY). The open responses of the assessment give more robust data-points gathered from each item, and it only takes 30 to 40 minutes to complete.

Designed to target critical grade-level skills that predict success, the rich data can be used as a diagnostic tool for Tier 2 and Tier 3 intervention and flags for the potential risk of dyscalculia.

mCLASS Progress Monitoring assessments help teachers chart students’ progression between benchmark assessment windows. For students receiving targeted support, mCLASS Progress Monitoring determines if intervention is effective or adjustments are needed to enhance student learning.

These short yet effective assessments enable teachers to monitor a student’s math performance between mCLASS Benchmark assessments. mCLASS Progress Monitoring assessments can be assigned to a select group of students needing targeted support in a specific skill or Tier 2 or Tier 3 intervention, and are aligned around crucial math domains for each grade level.

Assess in less time.

With the groundbreaking digital analysis of student thinking, mCLASS Math teachers can rely on the predictive validity of assessments in less time.

The powerful Student Response Analysis of open-ended questions provides deep insight into what and how students think—faster and with fewer questions.

A laptop displays a classroom results dashboard for supplemental math, featuring a table of student scores, colored rating bars, and side labels showing numbers 250, 310, and 320.

Access deeper insights.

mCLASS Math’s dynamic data reports offer a window into student thinking, reliably guiding intervention across Tiers 1–3.

The more teachers understand how their students think, the better they can support their growth. The assessment system recognizes students’ individual strengths, experiences, understandings, and strategies—or assets, as we collectively refer to them—to inform the robust data that powers mCLASS Math.

Educator and caregiver reports

Empirically established cut scores and domain-specific measures help teachers plan for tiered intervention with classroom, school, and district-level performance reports set to predict end-of-year outcomes.

To reinforce learning at home, Home Connect letters provide caregivers with easy-to-use reports on their child’s math development.

Student Thinking Report

The Student Thinking Report gives teachers actionable recommendations tailored to how individual students or groups of students approach problems. By understanding the different ways of thinking in skimmable, yet robust, reports, teachers have the tools they need to efficiently plan differentiation to achieve instructional targets.

Actionable recommendations enable teachers to quickly differentiate with intervention resources aligned to common misconceptions.

Research behind mCLASS Math

Based on decades of research for best practices in math, mCLASS Math efficiently assesses students’ skills and thinking to give teachers instant recommendations for small group and individualized instruction.

Following research from leading math experts and an in-depth validation analysis through WestEd, a technical report will be released summer 2025.

A teacher provides instructional support to students wearing headphones as they work on laptops during a math intervention session. Other students are visible in the background.

A dedicated team at Amplify with over 500 combined years of classroom teaching, school leadership, and assessment experience thoughtfully created mCLASS Math with teachers and students in mind.

Following research from leading math experts and an in-depth validation analysis through WestEd, data will be continuously released starting in spring 2025.

A woman with long dark hair, smiling and wearing a dark top, embodies the essence of individualized instruction against a neutral background.

Sandra Pappas

Associate Director of Research

A person in a suit and tie smiles while standing in front of a wall with ivy, embodying the essence of individualized instruction and progress monitoring.

Patrick Callahan, Ph.D.

Educator and Founder of Math ANEX

A man in a suit and tie stands against a gray background, arms crossed, exuding confidence as if ready to offer instructional support. He gazes at the camera with an air of determination and expertise.

Jason Zimba, Ph.D.

Chief Academic Officer of STEM
at Amplify

The mCLASS Math K–5 assessment system is designed to provide educators with reliable and valid measures to identify students needing additional support in mathematics and to inform instructional decisions. Preliminary data presents evidence supporting the psychometric quality of the assessment using the technical standards outlined by the National Center on Intensive Intervention (NCII) and state requirements for screening measures.

Data informs
instruction

mCLASS Math works alongside your core instruction, differentiation, and intervention. The data model behind mCLASS Math provides comprehensive data for each student across grades K–8, easily connecting teachers to the immediate next steps that will support, strengthen, and stretch all learners.

Math activity interface with three ten-frames showing flowers and leaves, a prompt to find the sum 9 + 4 + 3, and movable flowers for counting—ideal for math intervention and progress monitoring.

Personalized Learning accelerates student growth with daily, targeted 15-minute digital activities. Supported by a virtual tutor, students tackle individualized tasks linked to daily lessons, receiving just-in-time support to foster grade-level success.

Explore sample activities

Two educational pages titled "Writing Equations With Unknown Variables" under Teacher Guide ML L06, featuring problem examples, vocabulary, and recommended next steps for teaching. Includes progress monitoring tools to enhance individualized instruction and boost learning outcomes.

Teacher-led, 15-minute Mini-Lessons can build grade-level proficiency by providing research-based, targeted intervention to small groups of students who need additional support.

Explore sample Mini-Lessons

Three educational math worksheets titled "Capture Squares" and "Cover Up," featuring instructions and a multiplication grid, provide instructional support as engaging supplemental math activities for classroom use.

Reinforce students’ understanding of concepts through collaborative, hands-on Centers (grades K–5). These student-led routines provide additional practice with vertical alignment across grade levels.

Explore sample Centers

Fluency Practice uses spaced repetition, an evidence-based approach to promoting memory retention, to teach basic facts. The adaptive nature of the practice allows students to focus less and less on the facts they already know. We’ve partnered with Math for Love to iterate on the popular Multiplication by Heart to create Division by Heart and Addition and Subtraction by Heart I & II. These proven fluency decks—plus Skills Fluency for supporting procedural fluency practice—help students practice crucial skills independently.

Try Fluency Practice

A laptop screen showcases a software interface with an "Item Bank" of selectable cards, ideal for progress monitoring. The interface features sorting options and a left sidebar menu, offering seamless integration for instructional support.

Item Banks provide space for teachers to create custom practice and assessments by using filters and searching for standards, summative-style items, and more.

Collage of math exercises featuring cubes, an avocado-themed problem, and geometric shapes. Includes instruction for selection and explanation, offering instructional support to aid in progress monitoring.

All students should have access to fun and challenging problems. Extensions are 10- to 15-minute activities aligned to the most critical topics for the grade, providing flexible, low-lift activities for the whole class or targeted intervention to small groups of students ready for an extra challenge.

See a sample Extension

One cohesive math experience

As part of Amplify Desmos Math, Amplify’s comprehensive math suite, mCLASS Math provides a strong foundation of actionable data to help teachers diagnose and capitalize on student strengths. Amplify Desmos Math ensures that you have all the core, intervention, and personalized instruction you need to support each stage of a student’s math journey.

Amplify Desmos Math for the Archdiocese of Miami

Welcome Catholic school educators, 

Amplify Desmos Math thoughtfully combines conceptual understanding, procedural fluency, and application. Each math lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

What is Amplify Desmos Math?

Amplify Desmos Math supports teachers in building students’ lifelong math proficiency. The program:

  • Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
  • Provides teachers with clear, step-by-step moves to build systematically from students’ prior knowledge to grade-level learning.
  • Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
  • Enables access to grade-level understanding for every student, every day.

A powerful suite of math resources

Amplify Desmos Math combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

Data informs instruction. Comprehensive student profiles provide full data on students’ assets and skills, empowering teachers to provide just-in-time scaffolds throughout core instruction and targeted intervention when needed.

Ready to Explore?

Ready to explore as a teacher? Follow these instructions:

Ready to explore as a student? Follow these instructions:

Educational software interface featuring a New York math problem about measuring platform heights using a 9-inch tube, illustrated with a playful, colorful design.

Experience Amplify Desmos Math

Click the links below to explore our interactive digital lessons, where you’ll also find print Teacher Edition and Student Edition pages for each lesson.

For helpful navigation tips and more program information, download our Grades K–5 and Grades 6–Algebra 1 program guides.

You can also watch a product expert walk through a lesson and the available program components with a lesson walkthrough video.

Personalized learning and support

Amplify Desmos Math includes digital, adaptive practice that provides the personalized support a student needs to access grade-level math every day. Personalized Learning activities target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. This technology complements daily learning and provides another layer of support to the in-lesson differentiation and instructional guidance provided to teachers. Click here to try a Boost Personalized Learning activity. More activities coming soon!

The Fluency Practice of Amplify Desmos Math uses an evidence-based approach to memory retention—spaced repetition—for the basic operations. Students around the world have answered more than 120 million multiplication questions within our application. Try it now! 

Educational software on a laptop screen showing a student activity to complete a bar graph by categorizing dragonflies, designed for the New York math curriculum.

Contact us

Support is always available. Our team is dedicated to helping you every step of the way. Contact your dedicated Florida representative here for program access, samples, and additional information.

A smiling man with short hair wears a green polo shirt against a plain background, exuding the kind of confidence that comes from teaching an inspiring math lesson.

Jeff Rutter

Field Manager
Miami-Dade and Monroe Counties
jrutter@amplify.com
(727) 407-5801

A smiling person with long blonde hair wears a textured blue top against a plain background, embodying the essence of personalized learning.

Amanda Shelley

Account Executive
Broward County Schools
ashelley@amplify.com
(321)-693-3518

A man with short, dark hair and a full beard smiles confidently. He is wearing a pink patterned shirt and a green jacket, reminiscent of an engaging math lesson. The light gray background subtly complements his dynamic style.

Tom Gantt

District Manager
Miami Resident
tgantt@amplify.com
(305)-546-2979

A digital experience exclusively for Amplify CKLA 2nd Edition

Amplify Core Knowledge Language Arts (CKLA) 2nd Edition’s top-rated content is available with a digital experience that enhances instruction and saves time. With everything you need in one place, this platform makes it easier and more engaging to plan lessons, present digital content, and review student work.

Information on this page relates to Amplify CKLA 2nd Edition. Access Amplify CKLA 3rd Edition here.

A teacher presenting a slide titled "introducing the read-aloud" for a lesson on "the aztec: the legend of the eagle and the serpent," featuring colorful graphics on a computer screen.

Simplify planning and instruction

With the digital experience, teachers have access to ready-to-use and customizable lesson presentation slides, complete with all the prompts from the print Teacher Guide embedded in the teacher view. As teachers deliver each lesson, students can engage with the content in one cohesive experience—through these CKLA resources: Activity Books, slides, digital components, videos, Student Readers, and more.

Get real-time insights into your students’ work

The innovative live review tool found in the digital experience enables you to keep an eye on all of your students as they work on drawing, recording audio, uploading and capturing images, and typing or writing in pre-placed textboxes in their Activity Pages. This dynamic tool provides countless classroom management benefits, enabling you to spot and correct common mistakes as they’re happening, praise your students for thoughtful work, and identify students who are not engaged in the task at hand. Simply put, it will give you those valuable “eyes in the back of your head” you’ve warned your students about!

Learning Management System integrations

The digital experience integrates with various LMSs, allowing you and your students to access Amplify CKLA with the software you’re already comfortable using.

Engage your students with one easy-to-use access point

In the Amplify CKLA student digital experience, your students have one intuitive access point to fully engage with classroom instruction. Through the Student Home, students can easily access digital lessons with slides, Activity Pages, ebooks, videos, and other interactives from one simple dashboard. Students can draw, record audio, upload and capture images, and type or write in pre-placed text boxes in their Activity Pages.

NYC Solves Regents Prep A1

Hello NYC high school math educators!

Welcome to Amplify Desmos Math NYC Solves Regents Prep A1. This sequence of lessons is specifically designed for students who passed Algebra 1 in eighth grade but did not pass the NYS Regents exam in June. The instructional resources are accessed through the Amplify Desmos Math platform, affording students a highly engaging experience to prepare them for the January administration of the Regents by reinforcing conceptual understanding.

On this site, you’ll find a variety of resources to guide you in learning more about the course and how to get started.

Ready to jump in? This quick start guide will help you take the first steps to get started. Remember to use your NYCDOE email for access. 

Laptop displaying a math website called Desmos Math 6–A1, featuring an interactive exercise involving a sketch of a car and graphs.
amplify math middle schoolers in classroom

About Amplify Desmos Math

Amplify Desmos Math 6–A1 is based on the highly rated IM K–12™ curricula from Illustrative Mathematics, with extensive enhancements that include teacher supports, interactivity, assessments, and reporting.

The program is aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework.

Download the CR-SE alignment.

Your NYC Solves Regents Prep A1 course uses key lessons and activities from Amplify Desmos Math to prepare students for the A1 Regents.

NYC webinar series

Figuring out how to implement a problem-based learning approach to mathematics can be fun—and challenging. Rest assured that you will not be alone on this journey. Amplify will be by your side every step of the way. Our back-to-school math webinar series for K–8 administrators and teachers:

  • Introduces the new NYC Solves initiative.
  • Establishes the foundation for all educators to effectively understand and implement the NYCPS Shifts in Mathematics in their classrooms.
  • Provides an overview of Amplify Desmos Math, the pre-approved NYCPS curriculum chosen to ensure every school can successfully implement these math shifts and is supported with high-level, tailored professional development and coaching throughout the process.

Please see the specific webinars and the recordings below to learn more!

On-demand webinar 1
[Aug. 29 and Sept. 3, 2024]

Would you like to learn more about the NYCPS Shifts in Mathematics and enhance your understanding of each of the five shifts?

Explore how the NYCPS math shifts are transforming mathematics education from a procedural approach to a more engaging, discoverable, and connected learning experience.

Listen to the Understanding the NYCPS Shifts in Mathematics session recording.

On-demand webinar 2
[Sept. 10 and Sept. 12, 2024]

Let’s unpack the why, what, and how to unlock every student’s mathematical mind and build math proficiency for life! In this webinar, we discuss the power of teaching our children to be skilled mathematicians through a structured approach to problem solving

Listen to the Unlocking Mathematical Minds: A Structured Approach to Problem-Based Learning session recording.

On-demand webinar 3
[Sept. 17 and Sept. 19, 2024]

For some educators, transitioning to problem-based learning might seem daunting. There is often concern that its open-ended nature could derail students from achieving mathematical goals. However, by finding the right balance between open-ended opportunities and structured classroom activities, students can be encouraged to share their thinking while meeting key learning targets. Uncover simple shifts that educators can implement to foster open-ended student thinking while maintaining focus on mathematical instructional goals.

Listen to the Making the Shift to Problem-Based Learning session recording.

Live webinar 4
[Oct. 1 and Oct. 3, 2024]

Learn More and Experience Amplify Desmos Math LIVE, an NYCPS Approved Math Curricula.

This is the final session of the series. Amplify Desmos Math New York K–A1 is math that motivates! During this session, you’ll experience a Grade 6 lesson that captures the essence of NYC Solves.

Choose from two convenient times and register below:

Program features to know

Screenshot of an educational module titled "Balloon Float" on Desmos Classroom. It focuses on proportional relationships with tables and lists goals related to quantities, patterns, and numerical relationships.

Desmos Classroom digital lessons

Digital lessons should be powerful in their ability to surface student thinking and spark interesting and productive discussions. We’ve joined forces with Desmos Classroom to bring this vision to life with a complete library of interactive, collaborative lessons.

A screenshot of an educational software showing a turtle race. Users write equations for four turtles to determine their speed. Lane 4 is empty, waiting for an equation to be written. Graph and table included.

Engaging student experience

Relevant content and interactive math tools create an intuitive and engaging student experience. Plus, working together in real-time allows students to see that communicating their ideas and learning from each other are important parts of math class.

Laptop screen displaying an illustrative mathematics pattern on a grid in a graphics editing software interface, with annotations and tool icons visible.

Visibility into student thinking

Imagine having more visibility into your students’ mathematical thinking. Now imagine students have access to this same information. With our collaborative lesson interface and teacher dashboard, students stay engaged. What’s more, they have visibility into the thinking of their peers—exposing them to a wider variety of approaches to solving the same problem.

A screenshot displays a Pizza Maker educational tool. Four pizzas are shown, and a question about oven temperature for multiple pizzas is posed. Various student responses are visible below.

Ready-to-teach lessons

The two tracks for scope and sequence include ready-to-teach lessons to prepare students for the A1 Regents. Lessons come complete with slides, step-by-step teaching notes, suggested student and teacher responses, tips for incorporating instructional routines, support for developing mathematical language, and links to useful resources. Teachers can also control what slides students see, giving teachers the ability to control the pace of the lesson to suit the needs of the class.

Planning for instruction

To start using the program quickly in your classroom, check out the following onboarding videos, guide, and planning resources. They cover what you need to know to get going fast.

Amplify Desmos Math Regents Prep Course Session I

NYC Solves Regents Prep A1 is customized specifically to meet the needs of students in ninth grade preparing for the Algebra 1 Regents exam. Within each document below, you’ll find the scope and sequence with course structure and lessons.

Screenshot of an educational website's dashboard, displaying colorful banners for math 6, math 7, math 8, and algebra 1 courses under the featured collections section.

Logging in to access the program

Login instructions:

Questions? Check out this Tech FAQ for more information.

Additional support:

A desktop screen displaying various educational graphs and charts, including trajectory and bar graphs, with icons and text details related to Desmos math lessons.

Lesson Sampler

Amplify Desmos Math delivers the instructional power of student-centered learning in a lesson format that’s teacher-friendly and manageable.

With easy-to-follow instructional support, implementing a problem-based program is effective and enjoyable for both you and your students. Paired with the Desmos Classroom digital experience, math class becomes fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understanding.

Cover of "Amplify Desmos Math, Algebra 1, Teacher Edition" depicting students interacting with mathematical graphs and geometric shapes in a futuristic setting.

Algebra 1 [A1] Teacher Edition Sampler

LEARN MORE 

A math worksheet titled "Working Backwards" featuring a warm-up exercise involving a number machine, with a table to complete for different values of x and an illustration of machine operations.

Algebra 1 [A1] Student Edition Sampler

LEARN MORE 

Additional features

Universal design

Every student is brilliant, and every student has brilliant mathematical ideas worth sharing and cultivating. Incorporating principles of Universal Design for Learning (UDL) into lessons brings students’ brilliance to the forefront. UDL is a research-based framework designed to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

A feedback form with two questions, "How well did you understand the math in this lesson?" and "How did you feel about learning math in this lesson?" with corresponding emoji options for responses, perfectly complements the New York Math curriculum.

Diversity and representation

Helping students develop strong, healthy, and flexible math identities is a cornerstone of our program. Throughout the curriculum, students are taught that they themselves are mathematicians, that today’s math has been shaped by a diverse range of mathematicians who deserve to be celebrated, and that learning is never finished.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Assessments

Less exciting, but essential for learning: assessments. Amplify Desmos Math features a robust variety of formative and summative assessments, including readiness checks, exit tickets, quizzes, end-of-unit tests, and benchmarks aligned with New York State Next Generation Mathematics Learning Standards.

Illustration of a laptop displaying various colorful icons and graphics representing diverse professions and historical figures on its screen, emphasizing illustrative mathematics and desmos math concepts through its displayed content.

Reporting

Not only do our reports reveal progress toward standard mastery, they also include details on how students performed against the standard in the past and how many encounters are yet to come. This feature alone helps teachers prioritize instruction and intervene with additional resources when necessary.

A computer screen displays a New York math skills tracking interface, highlighting standard 6.EE.C.9, with progress indicators and a class average score of 74% shown in a yellow pie chart.

Looking for help?

Throughout your implementation, you can reach our support team by live chat, phone, or email Monday through Friday,
7 a.m. to 7 p.m. ET.

  • Chat: Click the orange icon while logged in to get immediate help.
  • Phone: Call our dedicated support line for NYCPS (888) 960-0380.
  • Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can help you find a solution.
A laptop screen displays an educational curriculum interface with a list of core units and colorful illustrated unit tiles for sixth grade ELA.

Desmos Math for Jordan

Desmos Math 6–8 is based on the highly rated IM K–12™ curricula from Illustrative Mathematics. It also received a perfect, all-green rating by EdReports.

Read the full review on EdReports.

With easy-to-follow instructional supports, implementing a problem-based program becomes more effective and enjoyable for both you and your students. Delivered through the Desmos Classroom digital experience, math class becomes fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understandings.

Digital educational slide adhering to the core curriculum, showcasing a fishbowl on a table, clock on the wall at 8:00, and window with curtains, next to a math problem about

About Desmos Math

Desmos Math 6–8 delivers the instructional power of student-centered learning packaged in a lesson format that is teacher-friendly and manageable.

Unlike other IM-based lessons, ours require less prep and are easier to teach. Plus, our more visually rich activities and engaging on-ramps to learning make our lessons accessible to all students.

Two students, one male and one female, are sitting at a desk with a laptop, discussing a project under a "math club" sign, with speech bubble icons above them.

Desmos Classroom digital lessons

Digital lessons should be powerful in their ability to surface student thinking and spark interesting and productive discussions. We’ve joined forces with Desmos Classroom to bring this vision to life with a complete library of interactive, collaborative lessons.

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Engaging student experience

Relevant content and interactive math tools create an intuitive and engaging student experience. Plus, working together in real-time allows students to see that communicating their ideas and learning from each other are important parts of math class.

A screenshot of an educational software showing a turtle race. Users write equations for four turtles to determine their speed. Lane 4 is empty, waiting for an equation to be written. Graph and table included.

Visibility into student thinking

Imagine having more visibility into your students’ mathematical thinking. Now imagine students have access to this same information. With our collaborative lesson interface and teacher dashboard, students can’t hide. What’s more, they have visibility into the thinking of their peers—exposing them to a wider variety of approaches to solving the same problem.

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Ready-to-teach lessons

Each grade-level includes 150 ready-to-teach lessons complete with slides, step-by-step teaching notes, suggested student and teacher responses, tips for incorporating instructional routines, support for developing mathematical language, and links to useful resources. Teachers can also control what slides students see, giving teachers the ability to control the pace of the lesson to suite the needs of the class.

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Access demo

Ready to explore the program? Follow these simple instructions to access your demo account.

  • Click the Access demo button.
  • Click the Sign In link.
  • Enter this email: Jordan+Curriculum@desmos.com
  • Enter this password: Desmos4
  • Select your grade level.
  • Explore any of the eight units.
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Contact us

Support is always within reach. Our RFP team can be reached at any time by emailing proposals@amplify.com.

S2-06: Making time for science in the K–5 classroom

Promotional graphic for "Science Connections" podcast, Season 2 Episode 6, featuring Lauran Woolley discussing making time for science in K–5 classrooms.

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.

DOWNLOAD TRANSCRIPT

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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What Lauran Woolley says about science

“I want to make sure they’re ready for the real world and I want to make sure they’re ready to apply these things I’m teaching them in their life, not just on a multiple choice test.”

– Lauran Woolley

5th Grade Teacher, Northeast Ohio

Meet the guest

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!

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About Science Connections

Welcome to Science Connections! Science is changing before our eyes, now more than ever. So…how do we help kids figure that out? We will bring on educators, scientists, and more to discuss the importance of high-quality science instruction. In this episode, hear from our host Eric Cross about his work engaging students as a K-8 science teacher. 

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Amplify Desmos Math New York

Amplify Desmos Math New York supports teachers in building students’ lifelong math proficiency. The program:

  • Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
  • Provides math teachers with clear step-by-step moves to build systematically from students’ prior knowledge to grade-level learning. 
  • Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
  • Enables access to grade-level understanding for every student, every day.

Math that motivates

Picture a classroom where students are so engaged in a math lesson that they protest when the teacher pauses their work on a problem. A classroom is buzzing with the sounds of natural curiosity. This is what we regularly see with Amplify Desmos Math. This is math that motivates.

Three colorful educational posters showing different math concepts being taught in classrooms across New York, each with a distinct age group and activity setting.

Review program samplers (Grades K–5)

Experience the beautiful, easy-to-use print components that add to the power of Desmos Classroom technology and instruction by downloading the print samplers below. The samplers include print pages from Amplify Desmos Math New York lessons.

Grade 1

Grade 3

Grade 5

Review program samplers (Grades 6–8)

Experience the beautiful, easy-to-use print components that add to the power of Desmos Classroom technology and instruction by downloading the print samplers below. The samplers include print pages from Amplify Desmos Math New York lessons.

Grades 6–8
Mini-Lesson sampler

Grade 6
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler

Grade 7
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler

Grade 8
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler

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Experience Amplify Desmos Math New York

Explore our digital program to review content from grades K–8. Watch our quick walkthrough videos for helpful navigation tips: Grades K–5 and Grades 6–8.

To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: t1.ny-state-adm@demo.tryamplify.net
Password: Amplify1-ny-state-adm

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Standards

Once you’ve logged in to your reviewer account, download the documents correlating Amplify Desmos Math New York to the New York State Next Generation Math Learning Standards.

Personalized learning

Amplify Desmos Math includes digital, adaptive practice that provides the personalized support a student needs to access grade-level math every day. Boost Personalized Learning activities target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. This technology complements daily learning and provides another layer of support to the in-lesson differentiation and instructional guidance provided to teachers. Try out free Boost Personalized Learning activities.

The Fluency Practice of Amplify Desmos Math uses an evidence-based approach to memory retention—spaced repetition—for the basic operations. Students around the world have answered more than 120 million multiplication questions within our application. Try it now! 

Educational software on a laptop screen showing a student activity to complete a bar graph by categorizing dragonflies, designed for the New York math curriculum.
Two women smiling while working together at a computer on New York math in a bright office setting.

Help

Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached by email or phone 7 a.m. to 7 p.m. ET.

  • Live chat: Once logged into the program, click the orange icon to get immediate help.
  • Phone: Call our toll-free number: (888) 960-0380.
  • Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

1. Service Overview

As a provider of technology solutions to schools, Amplify’s commitment to data privacy and security is essential to our organization. This overview of Amplify’s Information Security Program describes physical, technical and administrative safeguards Amplify implements to protect student data in our care.

Company profile

Amplify Education, Inc. (Amplify) is a privately held company founded in 2000 as Wireless Generation. Amplify’s products include curriculum and instruction, assessment and intervention, professional development services and consulting services for K-12 education.

Service hosting

Amplify leverages Amazon Web Services (AWS) as its cloud hosting provider. Within AWS, Amplify utilizes Virtual Private Clouds (VPCs), which provide an isolated cloud environment within the AWS infrastructure. External network traffic to a VPC is managed via gateway and firewall rules, which are maintained in source code control to ensure that the configuration remains in compliance with Amplify security policy. In addition, the production VPCs and the development VPCs are isolated from each other and maintained in separate AWS accounts.

2. Policies & standards

Information security program

Amplify maintains a comprehensive information security program based on the National Institute of Standards and Technology (NIST) Cybersecurity Framework and the NIST SP 800-53 Rev. 5 family of information security controls. These provide a robust framework of best practices from which an organization can build its security policies and protocols based on identified risks, compliance requirements, and business needs. They cover critical practice areas, including access control, configuration management, incident response, security training, and other information security domains.

Governance

Amplify’s Information Security Committee has primary responsibility for the development, maintenance, and implementation of the Amplify information security program. The Information Security Committee is responsible for all information risk management activities within the company and is composed of technology, business and legal leaders from the organization. The Committee meets weekly and includes a dedicated VP of Information Security and a program manager to oversee, direct and coordinate its activities.

Policy execution

Adherence to the internal Amplify information security policy is an obligation of every Amplify employee. Amplify conducts a series of internal monitoring procedures to verify compliance with internal information security policies, and all Amplify employees undergo annual criminal background checks. In addition, any third-party contractors who come into contact with systems that may contain student data are contractually bound to maintain security and privacy of the data.

3. Data access controls

Access control

Amplify’s access control principles dictate that all student data we store on behalf of customers is only accessible to district-authorized users and to a limited set of internal Amplify users who may only access the data for purposes authorized by the district. Districts maintain control over their internal users and may grant or revoke access.

In limited circumstances and strictly for the purposes of supporting school districts and maintaining the functionality of systems, certain Amplify users may access Amplify systems with student data. All such access to student data by Amplify technicians or customer support requires both authentication and authorization to view the information.

Encryption

Data encryption is an important element of our protection of sensitive data at rest and in transit, and is reviewed and updated as appropriate annually, based on the latest standards and guidelines published by OWASP and NIST.

  • In transit: Amplify encrypts all student data in transit over public connections, using Transport Layer Security (TLS), commonly known as SSL, using industry-standard protocols, ciphers, algorithms, and key sizes.
  • At rest: Amplify encrypts student data at rest using the industry-standard AES-256 encryption algorithm.

4. Application security by design

Building the right roles into applications

Permissions within Amplify applications are designed on the principle that school districts control access to all student data. To facilitate this, Amplify applications are designed so that roles and permissions flow from the district to the individual user. For example, applications that offer schools a way to collect and report on assessment results have a web interface that requires district administrators to authorize individuals to view student data.

Security controls within applications are used to ensure that the desired privacy protections are technically enforced within the system. For example, if a principal is supposed to see only the data related to his or her school, Amplify ensures that, throughout the design and development process, our products restrict principals from seeing records for any students outside his or her school.

To make sure Amplify applications properly enforce permissions and roles, our development teams conduct reviews early in the design process to ensure roles and permissions are an essential component of the design of new applications.

Building security controls into applications

Amplify applications are also developed to minimize security vulnerabilities and ensure industry-standard application security controls are in place.

As part of the development process, Amplify has a set of application security standards that all applications handling student data are required to follow, including:

  • Student data is secured using industry standard encryption when in transit between end-users and Amplify systems.
  • Applications are built with password brute-force attack prevention.
  • User sessions expire after a fixed period of time.

We also conduct manual and automated static code analysis as well as dynamic application security testing to preemptively identify vulnerabilities published by industry leaders such as OWASP (Open Web Application Security Project)

5. Proactive security

Risk assessments

Amplify periodically engages a security consulting firm to conduct risk assessments, aimed at identifying and prioritizing security vulnerabilities. The Information Security Committee coordinates remediation of the vulnerabilities. The security consulting firm also provides ongoing advice on current risks and advises on remediation of vulnerabilities and incident response.

Penetration testing

Amplify engages third-party firms to continually conduct application penetration testing.  The purpose of this testing is to test for application security vulnerabilities in the production environment.  We work with third party penetration testing program partners. Third-party testing involves a combination of automated and manual testing.

Vulnerability management

Amplify ensures that its systems are free of known vulnerabilities in several ways. Every production server runs vulnerability detection software that compares the installed software against a global database of known vulnerabilities. Secondly, we employ real time network monitoring that reports on any potentially malicious traffic. In addition, a third-party security firm continually reviews all of our system logs for potential security breaches. Lastly we continually test our applications against common malicious internet traffic. Violations in any of these areas will alert one of our operations teams, who are available around the clock.

In addition, Amplify participates in a private bug bounty program through HackerOne, working with the security community to find security vulnerabilities and support our efforts to keep our data and systems safe and secure.

Endpoint security

Access to production systems at Amplify is restricted to a limited set of internal Amplify users to support technical infrastructure, troubleshoot customer issues, or other purposes authorized by the district. In addition, Amplify requires multi-factor (MFA) authentication methods for access to all production systems. MFA involves a combination of something only the user knows and something only the user can access. For example, MFA for administrative access could involve entering a password as well as entering a one-time passcode sent via text message to the administrator’s mobile phone. The use of MFA reduces the possibility that an unauthorized individual could use a compromised password to access a system.

Infrastructure security

Network filtering technologies are used to ensure that production environments with student data are properly segmented from the rest of the network. Production environments only have limited external access to enable customers to use our web interfaces and other services. In addition, Amplify uses firewalls to ensure that development servers have no access to production environments.

Other measures that Amplify takes to secure its operational environment include system monitoring to detect anomalous activity that could indicate potential attacks and breaches.

Security training

At Amplify, we believe that protecting student data is the responsibility of all employees. We implemented a comprehensive information security awareness training program that all employees  undergo upon initial hire, with an annual refresher training. We also provide information security training and annual social engineering tests for specific departments based on role.

6. Reactive security

Monitoring

Intrusion detection and prevention systems (IDS/IPS) are in place to analyze the network device logs, monitor the network and report anomalous activity for appropriate resolution.

Incident response

Amplify maintains a comprehensive Security Incident Response Policy Plan, which sets out roles, responsibilities and procedures for reporting, investigation, containment, remediation and notification of security incidents. Amplify works with reputable firms for incident response and digital forensics support, as well as annual table-top exercises in coordination with cybersecurity experts.

Business Continuity Planning and Disaster Recovery

Amplify maintains a comprehensive Business Continuity Planning and Disaster Recovery Plan (BCP/DR), to guide personnel in procedures to protect against business disruptions caused by an unexpected event. The plans and related operations processes are tested on a semiannual basis, with ensuing operations improvement and remediation work.

7. Compliance

Audits

In addition to penetration testing and other proactive security testing and monitoring outlined above, Amplify undergoes annual SOC 2 Type 2 examinations of controls relevant to security. The examination is formally known as a Type 2 Independent Service Auditor’s Report on Controls Relevant to Security. The most recent examination was conducted by Schellman & Company, LLC and covers the period from April 1, 2024–March 31, 2025. The report states that Amplify’s systems meet the criteria for the security principle and opine on management’s description of the organization’s system and the suitability of the design of controls to protect against unauthorized access, use, or modification.

The Type 2 report also opines on the operating effectiveness of controls over the review period. This means that our auditors confirmed that we have continued to follow established security controls over the period of time of the review.

Certifications

SOC 2: Amplify successfully completed the SOC 2 Type 2 examination of controls relevant to security (see above, under “Audits”).

Privacy

Amplify’s products are built to facilitate district compliance with applicable data privacy laws, including FERPA and state laws related to the collection, access and review and disclosure of student data. Amplify’s Customer Privacy Policy describes the types of information collected and maintained on behalf of our school district customers and limitations on use and sharing of that data.

8. Supporting documentation

In the course of customer security assessment, the following documentation can be provided by Amplify upon customers’ request:

  • Penetration Testing Report
  • Risk Assessment Report
  • SOC 2 Type 2 Report

9. Report a vulnerability

To report a security vulnerability, click here.

Health benefits

Amplify offers a comprehensive benefits package that meets the health needs of our diverse population and their families. Preventative care, mental health services, fertility benefits, flexible spending and health savings accounts, life insurance, and robust dental and vision coverage are just some of the benefits accessible to all eligible employees. The Transparency in Coverage Final Rule requires health plans and issuers to publicly disclose pricing information via machine readable files (MRFs). 

Time off

Our employees and their well-being are our top priority. For that reason, Amplify offers unlimited paid time off to all permanent (salaried) employees. Hourly employees receive a generous PTO bank. This can be used for vacation, sick days, or personal time—whether you need to take your pet to the vet, or care for a sick friend or family member. Paid parental leave, short-term and long-term disability benefits, and paid holidays are also common employee benefits offered at Amplify.

Voluntary benefits

Looking to protect your spouse, partner, children, or pet? Our comprehensive selection of voluntary benefits makes it easier and more affordable to cover those that you care about the most. Supplemental life insurance, pet insurance, and critical illness are just some of the voluntary benefits our employees can take advantage of at any time during their employment with Amplify.

Financial benefits

If saving for retirement is a priority to you, you’re at the right place. Amplify offers traditional (pre-tax) and Roth-based retirement account options with an employer-match benefit, giving you the flexibility and freedom to set and save for your retirement goals. Also, all members of our full-time staff have the opportunity to take advantage of our equity incentive plan, which demonstrates our commitment to our employees and the success of our organization.

Remote work

Remote work isn’t a new trend at Amplify. With more than half our staff based in cities outside the Amplify headquarters, we believe our employees can be productive and make valuable contributions regardless of where they’re located. Fun is also part of the remote work experience at Amplify—from happy hours to talent shows, yoga, and meditation sessions, Amplifiers can enjoy the many virtual employee engagement events that take place all year round.

Amplify Science Named SIIA Education Technology 2019 CODiE Award Finalist for Best Emerging Instructional Technology Solution

Brooklyn, NY (May 7, 2019) Amplify, a publisher of next-generation curriculum and assessment programs, today announced that Amplify Science has been named a 2019 SIIA CODiE Award finalist in the Best Emerging Instructional Technology Solution category. Award finalists represent applications, products and services from developers of educational software, digital content, online learning services and related technologies across the PreK–20 sector.

Amplify Science is a breakthrough K–8 curriculum designed from the ground up for the Next Generation Science Standards by the curriculum experts at the University of California, Berkeley’s Lawrence Hall of Science. In each Amplify Science unit, students inhabit the role of a scientist or engineer to investigate a real-world problem, using relevant, 21st-century contexts to investigate scientific phenomena. Educators who adopt Amplify Science receive a comprehensive curriculum that includes literacy-rich activities, hands-on investigations, digital simulations, embedded assessments, and robust teacher supports.

“We are honored that SIIA recognized the strength of Amplify Science and named us as a finalist in the CODiE awards,” said Steven Zavari, senior vice president and general manager, science curriculum, at Amplify. “We are excited to share this news about our innovative program with educators across the country.”

The SIIA CODiE Awards are the premier awards for the software and information industries and have recognized product excellence for more than 30 years. The awards have 76 categories that are organized by industry focus of education technology and business technology. Amplify Science was honored as one of 139 finalists across the 32 education technology categories.

“The 2019 CODIE Award finalists represent the finest in innovation and creativity in educational technology,” said President Jeff Joseph at SIIA. “These breakthrough products are opening doors for learners of all ages by developing and utilizing new technologies to respond to diverse student and educator needs.”

The SIIA CODiE Awards are the industry’s only peer-reviewed awards program. Educators and administrators serve as judges and conduct the first-round review of all education nominees. Their scores determine the SIIA CODiE Award finalists, and SIIA members then vote on the finalist products. The scores from both rounds are tabulated to select the winners.

Winners will be announced during a CODiE Award Celebration at the Ed Tech Industry Conference & CODiE Awards in San Francisco on June 11.

Details about each finalist are listed at https://www.siia.net/codie/2019-Finalists

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.

About the SIIA CODiE™ Awards

The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit siia.net/CODiE.

About Software and Information Industry Association (SIIA)

SIIA is an umbrella association representing 800+ technology, data and media companies globally. Industry leaders work through SIIA’s divisions to address issues and challenges that impact their industry segments with the goal of driving innovation and growth for the industry and each member company.  This is accomplished through in-person and online business development opportunities, peer networking, corporate education, intellectual property protection and government relations. For more information, visit siia.net.

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Amplify Reading named 2020 CODiE Award Finalist for Best Game-Based Curriculum Solution

Brooklyn, NY (April 20, 2020) — Amplify, a publisher of next-generation curriculum and assessment programs, today announced that Amplify Reading has been named a 2020 SIIA CODiE Award finalist in the Best Game-Based Curriculum Solution category. Award finalists represent applications, products, and services from developers of educational software, digital content, online learning services, and related technologies across the Pre-K–12 and higher education sectors.

Amplify Reading is a state-of-the-art supplemental digital literacy program that combines captivating storytelling, the latest literacy research, and sophisticated adaptivity to provide students with the exact instruction they need when they need it. Research has shown that the program enables students to make better-than-expected progress, reduces students’ risk for reading difficulty, and helps close achievement gaps for English learners.

Amplify Reading offers 50+ research-based games, each mapped to specific skills and standards that augment educators’ core instruction. The program also features an in-product companion called a Curioso who grows as younger students acquire skills. For older students, Amplify Reading immerses pre-teens in an interactive graphic novel where they join a rebel group to take on the machines and fight for the right to read again.

“It’s an honor to be named a finalist in the 2020 SIIA CODiE Awards,” said Melissa Ulan, senior vice president and general manager, supplementals, at Amplify. “We are thrilled to receive this recognition of Amplify Reading as an innovative and highly engaging program that helps students become strong and confident readers.”

For more than 30 years, the SIIA CODiE Awards are the premier awards for the software and information industries, recognizing product innovation and excellence. The awards are organized by industry categories in education technology and business technology. Amplify Reading was honored as one of 157 finalists across the 37 education technology categories.

The SIIA CODiE Awards are the industry’s only peer-reviewed awards program. Educators and administrators serve as judges and conduct the first-round review of all education nominees. Their scores determine the SIIA CODiE Award finalists, and SIIA members then vote on the finalist products. The scores from both rounds are tabulated to select the winners.

CODiE Award winners in education technology will be announced online May 19, 2020.

Details about the finalists can be found here.

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.

About the SIIA CODiE™ Awards

The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit https://www.siia.net/codie.  

About Software and Information Industry Association (SIIA)

SIIA is an umbrella association representing 800+ technology, data and media companies globally. Industry leaders work through SIIA’s divisions to address issues and challenges that impact their industry segments with the goal of driving innovation and growth for the industry and each member company.  This is accomplished through in-person and online business development opportunities, peer networking, corporate education, intellectual property protection and government relations. For more information, visit siia.net.

Amplify launches custom speech recognition technology using AI to power next-generation voice-enabled learning

Brooklyn, NY – Amplify, a publisher of next-generation curriculum and assessment programs, announced the development of a custom Automatic Speech Recognition (ASR) system designed to power voice-enabled education products.

The Amplify ASR system converts spoken language into written text, enabling users to interact with educational software using voice command while providing detailed feedback on pronunciation, prosody, and more. The technology supports multiple applications, including reading assessment, conversational tutoring, digital activity input, and classroom monitoring. Amplify’s ASR application will also compare student speech to target texts and identify areas where teachers can provide additional support for reading fluency and comprehension.

“Voice interaction is becoming increasingly important for young students using educational software, and we’re seeing tremendous potential for growth in this area,” said Amplify’s Chief Product Officer, Alexandra Walsh. “By developing our own ASR solution, we can test, refine, and deliver voice-enabled features that directly support student learning outcomes while meeting our high standards for safety, accountability, fairness, and efficacy.”

The Amplify ASR application will support Amplify’s voice-interactive instructional programs for the 2025-2026 school year across four key categories:

1. Reading assessment and practice, focusing on phonics, automaticity, and prosody

2. Conversational tutoring systems

3. Voice input for digital activities and assessments

4. Classroom monitoring tools that provide teacher feedback and student insights

The Amplify ASR application will initially replace Soapbox’s ASR functionality in Amplify’s mCLASS Literacy and Boost Reading programs, with plans for organization-wide expansion.

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

Amplify Science was named a 2018 SIIA CODiE Award finalist in the Best Science Instructional Solution and Best Emerging Instructional Technology Solution categories

New York, NY – (May 3, 2018) Amplify, a company that creates next-generation curriculum and assessment programs, announced that Amplify Science was named a 2018 SIIA CODiE Award finalist in the Best Science Instructional Solution and Best Emerging Instructional Technology Solution categories. Finalists represent applications, products, and services from developers of educational software, digital content, online learning services, and related technologies across the PreK-20 sector.

Amplify Science is a breakthrough K–8 curriculum designed from the ground up for the Next Generation Science Standards by the curriculum experts at University of California, Berkeley’s Lawrence Hall of Science. In each Amplify Science unit, students inhabit the role of a scientist or engineer to investigate a real-world problem, providing them with relevant, 21st-century contexts through which to investigate scientific phenomena.

The SIIA CODiE Awards are the premier awards for the software and information industries and have been recognizing product excellence for over 30 years. The awards offer 91 categories that are organized by industry focus of education technology and business technology. Amplify Science was honored as one of 152 finalists across the 39 education technology categories.

“We are honored that Amplify Science has been recognized as a CODiE Award finalist for the strength of our K-8 science program and for our use of technology in science education. The CODiE judges are experts in education and technology, so this recognition is very meaningful and deeply appreciated,” said Steven Zavari, Senior Vice President and General Manager of Science at Amplify.

“I am impressed by the level of innovation and creativity demonstrated by the 2018 CODiE award finalists. These products are opening doors for learners of all ages by developing and utilizing new technologies to respond to student and educator needs.” said Ken Wasch, President of SIIA.

The SIIA CODiE Awards are the industry’s only peer-reviewed awards program. Educators and administrators serve as judges and conduct the first-round review of all education nominees. Their scores determine the SIIA CODiE Award finalists, and SIIA members then vote on the finalist products. The scores from both rounds are tabulated to select the winners. Winners will be announced during a CODiE Award Celebration at the SIIA Annual Conference & CODiE Awards in San Francisco on June 13.

Details about each finalist are listed at http://www.siia.net/codie/Finalists

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 all their students. Today, Amplify serves more than three million students in all 50 states. For more information, visit amplify.com.

About the SIIA CODiE™ Awards The SIIA CODiE Awards is the only peer-reviewed program to showcase business and education technology’s finest products and services. Since 1986, thousands of products, services and solutions have been recognized for achieving excellence. For more information, visit siia.net/CODiE.

Contact: media@amplify.com

A curiosity-driven K–12 program that builds lifelong math proficiency

Amplify Desmos Math thoughtfully combines conceptual understanding, procedural fluency, and application. Each math lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

What is Amplify Desmos Math?

Amplify Desmos Math supports teachers in building students’ lifelong math proficiency. The program:

  • Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
  • Provides teachers with clear, step-by-step moves to build systematically from students’ prior knowledge to grade-level learning.
  • Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
  • Enables access to grade-level understanding for every student, every day.

A powerful suite of math resources

Amplify Desmos Math combines the best of problem-based lessons, intervention, personalized practice, and assessments into a coherent and engaging experience for both students and teachers.

Data informs instruction. Comprehensive student profiles provide full data on students’ assets and skills, empowering teachers to provide just-in-time scaffolds throughout core instruction and targeted intervention when needed.

Educational software interface featuring a New York math problem about measuring platform heights using a 9-inch tube, illustrated with a playful, colorful design.

Experience Amplify Desmos Math

Click the links below to explore our interactive digital lessons, where you’ll also find print Teacher Edition and Student Edition pages for each lesson.

For helpful navigation tips and more program information, download our Grades K–5, Grades 6–Algebra 1, and Grades 9–12 program guides.

You can also watch a product expert walk through a lesson and the available program components with a lesson walkthrough video.

Diagnostic screening and progress monitoring assessments

Integrated mCLASS® Assessments go beyond accuracy to reveal students’ math thinking through an asset-based approach. This data provides better insights about what students know, what math assets to leverage, and where students need support.

A laptop displays a math problem with illustrated students and a virtual keyboard. Behind it, a chart shows percentages for a Math 2 Beginning-of-Year Screener assessment.

Personalized learning and support

Amplify Desmos Math includes digital, adaptive practice that provides the personalized support a student needs to access grade-level math every day. Boost Personalized Learning activities target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. This technology complements daily learning and provides another layer of support to the in-lesson differentiation and instructional guidance provided to teachers. Click here to try a Boost Personalized Learning activity. More activities coming soon!

The Fluency Practice of Amplify Desmos Math uses an evidence-based approach to memory retention—spaced repetition—for the basic operations. Students around the world have answered more than 120 million multiplication questions within our application. Try it now! 

Contact us

Support is always available. Our team is committed to helping you every step of the way. Contact your dedicated Indiana representative here for program access, samples, and additional information.

A woman with long brown hair and a white top smiles at the camera in front of an orange background, showcasing her passion for the Science of Reading and dedication to Indiana middle school education.

Elizabeth Sillies Callahan

Southern IN
(513) 407-5801

A woman with long brown hair and blue eyes smiles gently at the camera. The background is a light purple circle, reflecting her passion for the Science of Reading and dedication to Indiana middle school education.

Jody Kammer

Central IN
(310) 402-7837

Woman with long brown hair, large black glasses, and a nose ring, wearing a striped shirt and dark blazer, posing in front of a neutral background—professional style suited for the Indiana Department of Education.

Amanda Knipper

Northern IN
(260) 894-5123

A woman with wavy red hair and blue eyes, dressed in a purple turtleneck, smiles at the camera against a dark background—reflecting the approachable spirit of Indiana middle school teachers.

Paige Lawrence

District enrollment below 1200
(980) 421-2608

Prepare Professional Development (PD)

Learning experiences to prepare for literacy and math instructional shifts

The following literacy and math sessions are designed to support all educators—regardless of the program used—in enhancing their instructional practices.

  • Sessions devoted to Science of Reading offer research-based strategies to deepen understanding that support students’ reading development.
  • Sessions focusing on a problem-based approach to math empower educators to facilitate meaningful learning experiences and foster critical thinking skills in their students.
  • Sessions supporting multilingual/English learners enable educators to make a meaningful impact on students’ multiliteracy development.
An open book with stars on the left and a math-themed scene with numbers and shapes on the right, separated by a circular sync icon in the center.

Professional learning journey

Four circular icons in sequence—a lightbulb, pencil, whiteboard, and podium—are linked by arrows, illustrating professional learning steps ideal for professional development for teachers or Science of Reading initiatives.
Prepare
Begin
Practice
Advance
Learning sessions will help shift literacy and math instruction in areas such as the Science of Reading and/or problem-based approaches to math. Program-aligned packages will support those who are new to Amplify programs. Program-aligned packages will support those who have experience using Amplify programs. Offerings will support advanced implementation, build capacity for instructional leaders, certify in-house trainers to deliver Launch sessions, and more.
“Gain the literacy knowledge and skills you need to thrive and help your students thrive. Through these sessions, you’ll understand typical literacy development and how to describe and address literacy difficulties.”

—Susan Lambert, Chief Academic Officer, Elementary Humanities

Host, Science of Reading: The Podcast

Science of Reading learning experiences

Listening to students read is magic. But knowing how to get them reading? That’s science.

Making the shift to the Science of Reading is no small feat, but participating in professional development sessions can help you make this change seamlessly.

Amplify Science of Reading sessions offer flexible professional learning experiences for teachers that incorporate engaging activities grounded in what science tells us about literacy development.

A chart outlining nine Science of Reading principles is shown, with a note to prepare for a virtual session and an estimated time of 90 minutes.

Build your knowledge of the Science of Reading

Virtual | 90-minute session

This introductory session provides educators with a foundational overview of what the Science of Reading means and what it tells us about how to teach using evidence-based reading practices.

Participants will learn to:

  • Define the Science of Reading by examining evidence-based research.
  • Explain how two frameworks, the Simple View of Reading and the Reading Rope, work in tandem to guide effective literacy instruction.
  • Identify instructional principles aligned to the Science of Reading.
A graphic outlines elements of early reading, showing how skills like vocabulary and reasoning support language comprehension and word recognition; “3 hours” is noted for session duration.

Deepen your knowledge of the Science of Reading

On-site or virtual | 3-hour session

This session will build a base of common knowledge about the Reading Rope and support educators in identifying effective instruction grounded in the Science of Reading.

Participants will learn to:

  • Identify the strands in the Reading Rope.
  • Describe how each strand plays an important role in developing skilled readers and writers.
  • Identify key look-fors in effective Science of Reading instruction.

Science of Reading: The Learning Lab online courses

This series of three self-paced online courses, crafted by literacy expert Susan Lambert and built around International Dyslexia Association (IDA) Knowledge and Practice Standards, guides you through the essential Science of Reading skills and knowledge needed to teach students to read proficiently, as well as advanced strategies for aiding struggling readers. Each course builds on the last, equipping you with the tools and confidence to make a lasting impact on your students’ literacy journeys.

Benefit from flexible learning on an interactive platform—each course spans 25–30 hours of instruction and is accessible for 12 months. Upon completion, you’ll be provided with a downloadable certificate, validating your new expertise in the Science of Reading.

A boy kneels and reads a book near stacked books, while a girl stands with folded arms; both observe a mobile with colorful shapes and letters, reflecting elements of classroom instruction inspired by the Science of Reading.

Foundations to the Science of Reading

This course offers a comprehensive overview of research in the field. Each of the eight modules contains three lessons covering the foundations of literacy acquisition.

Explore the scope and sequence of Foundations to the Science of Reading with a  Pacing Guide.

Access the free Preview Pass for this course.

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Advanced topics in the Science of Reading: Assessment and reading difficulties

The second course is aimed at providing an in-depth examination of assessments, a deeper understanding of reading difficulties, and familiarity with pertinent legal frameworks for educators, all of which influence instructional decision-making.

Explore the scope and sequence of Advanced topics in the Science of Reading with our Pacing Guide

Access the free Preview Pass for this course.

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Applied structured literacy

The final course in the series is designed to review key concepts and knowledge from previous coursework, explore fundamental aspects of structured literacy within lessons, observe and analyze structured literacy instruction in action, and investigate how data informs instructional decisions.

Explore the scope and sequence of Applied structured literacy with our Pacing Guide.

Access the free Preview Pass for this course.

“Amplify’s Science of Reading online course builds background knowledge on how students read, then goes deeper to give you strategies that correlate with current research that can be implemented into your classroom right away. The course opened my thinking to new ways of teaching and I can’t wait to try it with students! If you want to walk away feeling successful with helping kids read, take this course! ”

Allie Appel

Coach, WI

Sessions supporting multiliterate learners

Unlock the magic of teaching multiliterate learners with evidence-based literacy practices. Making the shift to effectively support diverse readers in multiple languages is no small feat, but our professional development sessions are here to guide you effortlessly.

Empower your teaching with these engaging sessions, and make a meaningful impact on your multiliterate students’ literacy development.

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Build your knowledge of multilingual/English learners

Virtual | 90-minute session

This session provides educators with a foundational overview of how to teach multiliterate learners using evidence-based literacy practices.

Contact us to request a quote.

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Deepen your knowledge of multilingual/English learners

On-site or virtual | 3-hour session

This session will build an understanding of how the brain learns to read in multiple languages, as well as how to leverage cross-linguistic transfer and align instruction to best practices for multiliterate learners.

Contact us to request a quote.

Sessions focusing on a problem-based approach to math instruction

Elevate educational experiences by placing students’ ideas at the core of math lessons through problem-based learning. These sessions offer flexible professional learning experiences, allowing you to gain firsthand experience with a problem-based approach as a learner. You then learn to integrate this approach seamlessly into your teaching practices, bringing renewed energy to your math classroom.

A graphic showing steps for a virtual learning session: Warm-Up, Activities, Synthesis, and Reinforce, with a progress bar and "90 minutes" indicated.

Build your knowledge of a problem-based approach for grades K–5 or 6–8

Virtual | 90-minute session

This session provides you with a foundational overview of what an engaging problem-based approach in math entails.

During this session you’ll learn to:

  • Explain how a problem-based approach to math brings delight to both teaching and learning and builds lasting student understanding.
  • Identify actionable strategies for using a problem-based approach in a math classroom.

Contact us to request a quote.

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Deepen your knowledge of a problem-based approach for grades K–5 or 6–8

On-site or virtual | 3-hour session

This session provides you with hands-on experience facilitating problem-solving in math, leaving you with an increased understanding of how to teach conceptual understanding, procedural skill and fluency, and applications of math.

During this session you’ll learn to:

  • Explain how a problem-based approach to math brings delight to both teaching and learning and builds lasting student understanding.
  • Identify actionable strategies for using a problem-based approach in a math classroom.
  • Connect your current teaching practice to a problem-based approach, and choose a next step to implement a more problem-based approach.

Contact us to request a quote.

Get in touch with a PD expert

Amplify’s Subprocessors

This page provides the current list of third party service providers that Amplify engages to help us provide our services and may have access to Personal Information of our customers (“Subprocessors”) as outlined in Amplify’s Customer Privacy Policy.

How to get notified of changes

Please use the “Subscribe to Updates” functionality at the top of the page to receive emails from Amplify regarding updates to the list of Subprocessors and/or changes to the information provided on this page. Should you choose not to use this functionality to receive email notifications, it is our expectation that you check the link regularly for any updates.

Our commitments regarding Service Providers

All of the Subprocessors listed below have a legitimate need to access Personal Information in order to provide their service to Amplify as a part of Amplify’s provision of the services to our customers. With regard to Subprocessors, Amplify commits to:

  • Conduct due diligence on the data privacy and security measures of new Subprocessors before providing access to Personal Information and monitor on an annual basis thereafter. As part of this process, Amplify reviews the Subprocessor’s security documentation, practices, and posture to ensure alignment with Amplify’s information security program and standards;
  • Enter into a written agreement which requires at least the same level of protection for Personal Information and individuals as set out in Amplify’s Customer Privacy Policy and our agreements with customers, as applicable, before providing access to Personal Information;
  • Restrict the Subprocessor’s access to Personal Information to only what is necessary to fulfill our contractual obligations or as otherwise permitted under the agreements with our customers or under applicable data privacy laws; and
  • Remain liable for any processing of Personal Information carried out by Subprocessors to the same extent we would be liable if performing the services ourselves.

Subprocessors

Amplify’s Subprocessors of Personal Information are:

Subprocessor Purpose Location Student Data Educator Data
Amazon Web Services Cloud hosting services United States A large, light peach-colored checkmark on a transparent background.
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Anthology (formerly Blackboard) Video conferencing and attendee tracking for tutoring services United States A large, light peach-colored checkmark on a transparent background.
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Boomi, Inc. Data integration United States   A large, light peach-colored checkmark on a transparent background.
Datadog Performance and security monitoring United States A large, light peach-colored checkmark on a transparent background.
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dbt Labs, Inc. Run database queries United States A large, light peach-colored checkmark on a transparent background.
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Egnyte, Inc. Secure file exchange United States A large, light peach-colored checkmark on a transparent background.
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Fivetran, Inc. Database loading United States A large, light peach-colored checkmark on a transparent background.
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Gainsight, Inc. Customer support United States   A large, light peach-colored checkmark on a transparent background.
Google, LLC Cloud hosting services United States A large, light peach-colored checkmark on a transparent background.
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Google, LLC (Looker) Data warehouse analytics United States A large, light peach-colored checkmark on a transparent background.
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HubSpot Email delivery United States   A large, light peach-colored checkmark on a transparent background.
MongoDB, Inc. Database hosting United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Salesforce Customer relationship management United States   A large, light peach-colored checkmark on a transparent background.
SchoolDay (formerly GG4L) Secure rostering United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Snowflake, Inc. Database hosting United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Talkdesk, Inc. Customer support United States   A large, light peach-colored checkmark on a transparent background.
Twilio, Inc. (Sendgrid) Email delivery United States A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.

Updates

Date of Change Change Notes
October 10, 2025 Changed Blackboard to Anthology and GG4L to SchoolDay. Update MongoDB purpose. Added Datadog to the Students Subprocessor List. Created Educators Subprocessor List. Anthology and SchoolDay updated their corporate branding. Added list of Educator Data Subprocessors to clarify which partners process educator data.
June 14, 2024
Removed Desmos Studio, PBC, Qualfon Data Services Group, LLC, and Zendesk, Inc. These partners and services are no longer used for customer support.
July 27, 2023
Added Fivetran
September 15, 2022
Corrected name of Desmos Studio, PBC.
July 21, 2022 Added Desmos Collective LLC, Google, MongoDB, Twilio, and Zendesk These services support Mathigon.org and Desmos Classroom
July 20, 2022 Added Qualfon Data Services Group, LLC
October 4, 2021 Added Blackboard, Inc.
July 26, 2021 Fishtown Analytics, Inc. renamed to dbt Labs, Inc.
June 17, 2021 Updated with data warehousing and roster services providers
May 28, 2021 Initial public posting.

Corona-Norco Unified School District

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Elementary literacy

Science of reading resources

What does the “science of reading” really mean? How can you apply it in the classroom? We’ve created resources to help you get started

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What is science reading?

The “science of reading,” or “structured literacy,” refers to the wealth of research findings on how students learn to read. 

At its heart is what experts call the Simple View of Reading, which describes the two fundamental skills required for people to read with comprehension: 

  • Decoding—the ability to recognize written words
  • Language comprehension—understanding what words mean

Decoding x Language Comprehension = Reading Comprehension

Without both decoding and language comprehension, reading comprehension cannot occur.

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Logo with the text built on the science of reading, featuring an open book icon above phonetic symbols on a bubbly orange background.

Download the Science of Reading Toolkit

Find out why foundational skills must start with sounds and the crucial role of background knowledge.

Get the kit now!

Amplify literacy programs built on the science of reading

Amplify’s suite of instruction, assessment, and intervention is based on the science of reading. Developed with experts, our highly-regarded programs for elementary core curriculum (Amplify Core Knowledge Language Arts), assessment, (mCLASS ®) and intervention and differentiated instruction (Amplify Reading and mCLASS ® Intervention) are a comprehensively aligned system based on the latest research.

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Core instruction

Rated “all green” by EdReports.org, Amplify Core Knowledge Language Arts (CKLA) is an English language arts program for preK–5 offering explicit, systematic foundational skills and deep knowledge-building in real-world, relevant topics that kids love to learn about.

Learn more here >

high quality informational materials five fundamentals
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Universal and dyslexia screening

Valid, reliable data is at the center of a science of reading-based literacy system. Built from the ground up on the science of reading, mCLASS, Amplify’s literacy assessment for K–6, identifies risk of reading difficulties, including dyslexia, at the earliest levels.

As the only licensed digital provider of DIBELS® 8th Edition, mCLASS’s predictive, teacher-administered, one-minute measures generate actionable data on skills, risk levels, and level of support needed. Teachers receive targeted instruction for small groups and individual students.

Learn more here >

Remediation and enrichment

Amplify Reading, K–5 Edition, is an adaptive digital program that extends the learning from core instruction, giving students deep, differentiated practice in foundational skills, comprehension processes, and vocabulary—all while exploring narrative worlds designed to appeal to kids at each grade band. Part of Amplify’s integrated literacy suite, it syncs with mCLASS, using students’ assessment profiles to start them at the right place in the learning progression.

Learn more here >

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high quality informational materials five fundamentals

Structured, staff-led intervention

For students below grade level, mCLASS Intervention for K–6 integrates with mCLASS screening and progress-monitoring to provide the analytical tools and resources educators need to make targeted, staff-led intervention a daily reality throughout the school year. Specifically, it groups students with similar needs and provides explicit, systematic foundational skills lessons for each group.

Learn more here >

Getting Started Resources

Amplify ELA – Atlanta Review3

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New York

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Free K12 Teaching Lessons & Resources – Amplify Classroom

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Welcome, Program 3 reviewers!

We’re honored to introduce you to Amplify California Language Arts. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California ELA/ELD Framework to life in classrooms across the state.

Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.

Your review samples

We’re excited for you to begin your review of Amplify California Language Arts, a comprehensive biliteracy program for kindergarten through grade 6.

Reviewer Binders (K–6)

Your physical samples should have arrived in grade-specific boxes with three Reviewer Binders.

  • The first binder will contain logistical program review information and the printed Evaluation Criteria Map.
  • The second binder will contain the printed Standards Maps for grades K–2.
  • The third binder will contain the printed Standards Maps for grades 3–6.

Physical samples (trade books)

Your review of the program will be entirely digital with the exception of the trade books that you will be receiving as physical samples. You can expect to receive 13 boxes of physical materials for your review. Twelve boxes of trade books, one for each grade K–5, in English and Spanish, and one box containing your Reviewer Binders.

As you begin the process of organizing your materials, please refer to the inventory checklist found inside each box as well as within your Reviewer Binder.

Digital review materials

In order to access your digital review materials, you’ll need to log in to our platform using your unique login credentials found on a Digital Review Credential flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Digital Review Credential flyer.

Navigation tips

Before you get started, please review these important functionality notes:

Criteria Map and Standards Maps must be opened on Microsoft Word on your desktop to function as intended. If you open the documents without Microsoft Word on your desktop, citations will be cut off at the bottom of most tables within the document.

Many of our citations are deep-links to PDFs, meaning they will take you to the right page or the first page in the sequence for the citation in question. To ensure this functionality works, please disable any PDF-viewing extensions or plug-ins such as Adobe Acrobat Pro Browser Extension.

[Reviewer program navigation video] Grades K–5

[Reviewer program navigation video] Grade 6

Click here for additional information on navigating the program for grade 6.

Category 1: English Language Arts (ELA) and English Language Development (ELD) content/alignment to standards

Evaluation Criteria Map

Linked below is the Evaluation Criteria Map. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.

ELA Standards Maps

The links below provide the Standards Maps for Amplify California Language Arts for each grade level.

ELD Standards Maps

Category 2: Program organization

Amplify California Language Arts’ biliteracy program is a comprehensive curriculum provides a full year of evidence-based instruction for each grade level, with both integrated and designated English Language Development instruction designed to give multilingual/English learners the tools to thrive. Amplify’s biliteracy program for grades K–6 includes:

  • Core English language arts instruction: Amplify Core Knowledge Language Arts (CKLA) California (grades K–5) and Amplify ELA California (grade 6) covering knowledge building and foundational skills.
    • Provides upper grade foundational skills instruction for grades 3–6.
  • Core Spanish language arts instruction: Amplify Caminos California, a fully parallel SLA program that works in tandem with English core instruction across all grades.
    • Provides upper grade foundational skills instruction for grades 3–6.
  • Designated English Language Development: Language Studio California is the designated English Language Development companion that directly aligns with and supports core English instruction. 
  • Newcomer Support: Amplify California Language Arts Newcomer Support to facilitate instruction for students who are new to both English and the United States.

Program structure

Amplify’s California Language Arts programs are built on what the research shows: Strong readers need both word recognition and language comprehension. Our comprehensive curriculum suite follows the Simple View of Reading bringing together foundational skills and knowledge building to deliver instruction grounded in the Science of Reading.

This model is integral to the structure of the Amplify biliteracy program, which directly aligns with the CA CCSS ELA and ELD standards by combining rigorous decoding and skills instruction with research-based knowledge and language development instruction. In its early grades, the Amplify biliteracy program uses a two-strand structure—Skills/Lectoescritura and Knowledge/Conocimiento—to effectively address this learning challenge while meeting standards expectations for both language development and academic content mastery.

Diagram with three orange squares labeled: "Language comprehension," "Word recognition," and "Skilled reading," connected by multiplication and equals signs, with Spanish headings above each square.

[Reviewer highlight video] Program organization for Category 2

[Reviewer highlight video] Program structure for grades K–2

[Reviewer highlight video] Program structure for grades 3–5

[Reviewer highlight video] Program structure for grade 6

Amplify Caminos California lessons are designed to allow all students time to work toward learning objectives, including peer collaboration and discussion. Since each lesson activity is aligned to subsequent activities, students’ understanding and analysis develops progressively throughout the lesson.

Each lesson follows a predictable structure with clearly marked components, beginning with warm-up routines, progressing through explicit instruction with guided practice, and concluding with independent application activities. The program provides detailed teacher language, including question stems and discussion prompts, ensuring clear and consistent delivery of instruction.

Amplify CKLA California and Amplify Caminos California empower teachers to deliver effective instruction and keep students engaged with the following resources:

  • Teacher Guides
  • Assessment Guides
  • Authentic texts and trade books
  • Knowledge Image Cards
  • Knowledge Flip Books
  • Remediation and intervention resources
  • Decodable readers
  • Student Readers and novels
  • Student Activity Books
  • Dedicated ELD support with Language Studio California
  • Poet’s Journals
  • eReaders
  • Sound Library featuring articulation videos and songs
  • Instructional routine modeling videos
  • Assignable Practice Games
  • On-demand professional development

Amplify ELA California students stay engaged with the following resources:

  • Teacher Guides that include:
    • Detailed lesson plans
    • Standards alignment and exit tickets
    • Real-time differentiation strategies
    • Robust reporting
  • Student Editions that include:
    • High-quality narrative and informational texts
    • Videos, audio supports, and digital experiences that capture their attention
    • Personal Writing Journal to keep all student writing in one place
  • Dedicated ELD support with Language Studio California
  • Trade books

Core literacy philosophy

Support every learner. Meet all learning needs with a Multi-Tiered System of Supports (MTSS) that brings together universal screening, scaffolded core instruction, support for multilingual/English learners, and data-driven intervention to ensure every student gets what they need to succeed.

Deliver consistent foundational skills instruction. Daily explicit, systematic skills instruction in grades K–2, with targeted yet flexible support for students still building decoding confidence in grades 3–6, ensures mastery of essential reading foundations.

Build lasting knowledge across all grades. Through coherently sequenced, content-rich instruction that revisits key vocabulary and concepts with increasing complexity, students build meaningful connections that deepen their vocabulary and reading comprehension.

Strengthen reading through writing at every level. Regular writing instruction grounded in the Science of Writing supports reading comprehension, improves sentence-level writing, and provides the foundation for high-quality composition. As students progress through the upper grades, they engage in increasingly complex analytical tasks—synthesizing ideas, drawing generalizations, and interpreting multiple textual layers through both focused quick-writes and comprehensive essays. 

Foster oral language development. Structured opportunities for academic conversation and evidence-based dialogue build students’ ability to express complex ideas with precision and allow them to participate confidently in classroom discussions.

Measure growth with comprehensive assessments. Assessments range from in-the-moment checks for understanding to summative assessments that measure progress toward skills mastery and standards proficiency, providing the data needed to drive targeted instruction.

Scope and sequence

Below you can view the scope and sequence documents for each grade level. 

Routines

Amplify CKLA California, Amplify Caminos California, and Amplify ELA California include several structured instructional routines that provide predictable patterns for both teachers and students:

Discussion and collaboration routines:

  • Turn and Talk: Partners discuss text-specific content using sentence starters and frames
  • Think-Pair-Share: Students engage in individual thinking, partner discussion, and whole-class sharing
  • Partner reading: Students sit shoulder-to-shoulder, taking turns reading and listening

Foundational Skills routines:

  • Sound-spelling review: Warm-up activities that reinforce phonics patterns
  • Oral blending warm-ups: Teacher-guided practice progressing to independent application
  • Finger-tapping: Techniques for blending sounds
  • Chaining activities: Students manipulate letters to transform one word into another
  • Word Work: Daily short activities focused on domain-specific and academic vocabulary

Knowledge-building routines:

  • Teacher modeling: Demonstration of proper intonation, expression, and pacing
  • Choral reading: Whole-class reading practice
  • Partner reading: Paired fluency practice

Close reading routines

The program includes carefully structured close reading activities that guide students through multiple encounters with complex texts. These routines help students develop deeper comprehension through systematic analysis and discussion.

Each routine includes comprehensive instructional guides with clear-cut directions for implementation, straightforward explanations of concepts, and suggestions for discussion.

Cross-Linguistic Transfer routines

The Cross-Linguistic Transfer (CLT) routines are easy-to-implement, 10–15 minute mini-lessons designed to help bridge English and Spanish literacy and language development. These structured routines are organized by grade bands for K–2, grades 3–5 and grade 6, covering five skill areas:

  • Oral language
  • Reading
  • Vocabulary
  • Language
  • Writing

[Reviewer highlight video] Amplify’s program alignment to Cross-Linguistic Transfer criteria

Designated English Language Development materials

Language Studio California is a K–8 content-based companion for English language learners. Built on Amplify CKLA California and Amplify ELA California’s carefully sequenced Knowledge Domains, it combines engaging content knowledge with targeted supports and research-based strategies to help students move swiftly toward language proficiency. This program includes:

  • Real-world content to provide authentic opportunities to practice reading, writing, speaking, and listening.
  • Scaffolding strategies and differentiated instruction to offer targeted support along five English proficiency levels.
  • Progress monitoring tools to help teachers provide consistent and effective support.
  • Teacher Guides that:
    • Provide impactful progress monitoring tools including formative and summative assessments, and Language Proficiency Assessment rubrics.
    • Offer varied differentiation strategies including Support, Challenge, and Access supports in each lesson segment.
    • Are organized into thoughtful lesson segments—Talk Time, Building Background, On Stage and more—that make learning objectives concrete.
  • Activities that:
    • Expand on domain knowledge from core content and read-alouds and prompt collaborative conversation to practice oral fluency.
    • Support hands-on language activities to promote authentic interaction in the classroom.
    • Help students bridge experiences and knowledge with images, vocabulary activities, graphic organizers, anticipation guides, writing space, and more.

Category 3: Assessments

Systematic MTSS alignment

In alignment with the additional 2025 Guidance 3.1.a, the assessment systems align with MTSS tiers, including universal screening, diagnostic assessments for students demonstrating a need for additional support, and progress monitoring tools that complement California’s required reading difficulties screening schedule per SB 114.

Tier 1:
Universal/ differentiated support
Tier 2: 
Supplemental/ targeted
support
Tier 3: 
Intensified/ intensive
support
Core instruction assessments





Frequency of administration
Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments

Daily, Weekly, Monthly
Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments

Daily, Weekly, Monthly
Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments

Daily, Weekly, Monthly
Universal screening assessments

Frequency of administration
mCLASS DIBELS and Lectura


3 times per year – BOY, MOY, EOY
mCLASS DIBELS and Lectura


3 times per year – BOY, MOY, EOY
mCLASS DIBELS and Lectura


3 times per year – BOY, MOY, EOY
Formal progress monitoring assessments


Frequency of administration
mCLASS DIBELS and Lectura



3 times per year – BOY, MOY, EOY
mCLASS DIBELS and Lectura



Monthly
mCLASS DIBELS and Lectura



Bi-weekly
Informal progress monitoring assessments




Frequency of administration
Amplify CKLA California, Amplify Caminos California, Amplify ELA California core assessments

Daily
Intervention Toolkit progress monitoring assessments



When linked to a lesson in the toolkit
Intervention Toolkit progress monitoring assessments



When linked to a lesson in the toolkit
Diagnostic assessment







Frequency of administration
Amplify skill diagnostic assessment


Amplify Spanish skill diagnostic assessment

Optional after universal screening assessment is administered
Amplify skill diagnostic assessment


Amplify Spanish skill diagnostic assessment

After universal screening assessment is administered

Universal assessment system

Amplify’s mCLASS® DIBELS® 8th Edition (K–8) and mCLASS Lectura (K–6) are universal and dyslexia screening assessments that should be administered three times per year (BOY, MOY, and EOY) to all students. The assessments evaluate student literacy risk, determine progress toward grade-level goals, and indicate the level of instructional  support a student may need. Beginning-of-year screenings require adequate instructional time before administration, particularly in grades K–1, while mid-year and end-of-year assessments evaluate instructional effectiveness and guide tier placement adjustments. These screenings also identify students at risk for dyslexia. Universal screening provides essential data for targeting instruction and measuring instructional system effectiveness.

Core instruction assessments

Amplify CKLA California, Amplify Caminos California, and Amplify ELA California provide a comprehensive suite of assessments for grades K–6 that range from low-stakes, informal formative assessments to more formal summative assessments. These assessments incorporate a variety of methods and question types, including multiple-choice questions, open-ended questions, and oral and written responses.

Formative assessments:

  • Checks for Understanding: Incorporated into each lesson segment throughout daily instruction. Quick pulse-checks that provide immediate feedback during lesson delivery (grades K–5). 
  • Daily formative assessments: Highlighted moments within each lesson for teachers to plan to track mastery of Primary Focus objectives and standards of each lesson to get a clear snapshot of individual and whole-class progress (grades K–5). 
  • Activity pages: Completed as part of lessons and can be used to assess lesson content understanding through various formats (grades K–5).
  • Exit Tickets: Located at the end of lessons, these provide a quick gauge of students’ ability to meet the lesson’s focus standards (grade 6).  
  • Writing Prompts: Prompts integrated throughout lessons during writing activities that provide skill snapshots within lessons and tracks patterns of skill development over time (grade 6).
  • Independent reading activities (Solos): At the end of every lesson, students complete an independent reading activity (“Solo”) with reading questions that are scored to measure comprehension (grade 6).

Summative assessments:

  • Skills end-of-unit assessments (grades K–2) 
  • Knowledge end-of-domain assessments (grades K–2) 
  • End-of-unit assessments (grades 3–5) 
  • Unit essays: A culminating end-of-unit set of lessons that guide students through crafting an essay with a rubric to score mastery of writing skills (grade 6)
  • Unit reading assessments: Auto-scored responses and two constructed response items evaluate comprehension, content understanding, and reading skills using the passages students read during the unit (grade 6)

Performance assessments

Student Performance Assessments are multi-day assessments administered in Grades K–5 at the beginning, middle, and end of year to help teachers gauge student mastery of grade-level Core content. These assessments provide critical data to help teachers set targeted instructional goals and monitor individual and class-wide progress towards core objectives.

Progress monitoring

Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura provide formal progress monitoring in the discrete skills that are indicative of reading growth and predictive of overall success to provide the most instructionally meaningful information to teachers.

Informal progress monitoring tools can be found within the Intervention Toolkit, including materials for teachers to record, track, and evaluate student progress.

Diagnostic assessment

Interventions within Amplify’s literacy programs are informed by a skill diagnostic assessment that provides detailed data on foundational literacy skill deficits. The Amplify Skill Diagnostic Assessment and Amplify Spanish Skill Diagnostic assessment serve as critical tools in this process, administered specifically to students identified as at risk for reading difficulty through universal screening assessments—particularly those demonstrating mCLASS DIBELS 8th Edition or mCLASS Lectura composite scores in the Well Below or Below Benchmark ranges. These diagnostic assessments provide teachers with the precise skills to begin intervention and remediation.

Category 4: Universal Access

Amplify CKLA California, Amplify Caminos California, and Amplify ELA California are developed using the Universal Design for Learning framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Universal Design for Learning

Amplify CKLA California, Amplify Caminos California, and Amplify ELA California incorporate opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning.

  • Multiple Means of Engagement: The programs incorporate interesting and motivating ways for students to interact with information and content. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students. Scaffolding for students with various levels of need is incorporated into the design of each lesson.
  • Multiple Means of Representation: The programs provide multiple means of presenting content to maximize student understanding. This includes digital component files that allow for a range of presentations of images and text to support learning. Amplify provides access to universal supports such as point-of-use audio for all core texts, embedded definitions for critical vocabulary, and glossaries in multiple languages. The programs include clarification on language found throughout the program, with sidebars that include support on transition words and syntax, and illustrations to help students understand the concepts they are learning.
  • Multiple Means of Action and Expression: The programs include a range of methods for all students, including Multilingual/English Learners, to navigate and demonstrate learning. This includes physical actions, a range of methods for response, appropriate tools for composition, and varied scaffolding. Lessons provide multiple ways for students to interact with text, allowing their brains to process the language through distinct pathways. Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.
  • Accessibility: Universal access features include visual aids, enlarged materials, physical objects, and multiple learning modalities through activities like Push & Say and Wiggle Cards. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students.

Embedded differentiation

Amplify CKLA California, Amplify Caminos California, and Amplify ELA California provide built-in differentiation strategies in every lesson for all students.

  • Pre-teaching supports include mini-lessons on:
    • Core vocabulary building
    • Core connections
    • Essential background information building
    • What Have We Already Learned?/What Do We Already Know?
  • Differentiated Support for Core Instruction tables, located in the overview of each K–2 Skills Teacher Guide, provide a list of specific opportunities for reteaching and additional support in each lesson based on skill.
  • Support and Challenge Sidebars in lesson margins offer educators immediate guidance in implementing point-of-use differentiation techniques.
  • Flexible Grouping within lessons provides opportunities for teachers to facilitate small groups, partners, or individualized support based on students’ needs. In the Skills Strand, teachers receive specific guidance for differentiated small group instruction, with targeted support and activities outlined for both Group 1 (students needing additional support) and Group 2 (on-level students) based on data. 
  • Amplify ELA California and Amplify Caminos California provide point-of-use supports embedded within key core lesson activities with six levels of differentiation. The goal of these supports is to fully enable access to grade-level content for all students, including students with disabilities, English learners, and students ready for an additional level of challenge.
  • The Universal Access section of Advance Preparation in each lesson includes varied strategies to ensure all students can access and engage in each lesson.
  • Frequent use of graphic organizers and visual supports in lessons provide opportunities for differentiation based on need. The program also includes a variety of technological supports, such as eReaders with audio.
  • Extension opportunities are suggested throughout lessons, often embedded in writing tasks, which include prompts to use more complex and descriptive vocabulary, figurative language,  multi-clause and complex sentences, and  informational text characteristics.

Assessment-driven MTSS resources

  • The K–6 Intervention Toolkit is available online and provides easy-to-use resources that assist teachers in filling gaps in students’ reading skills, with activities to support print concepts, phonological awareness, phonics, fluency, and other key skills.
  • Fluency packets (Grades 2–6)
  • Foundational Skills Intervention Program for Grades 3–6 support students who would benefit from direct and explicit intervention instruction in the full continuum of foundational skills in the upper grades
  • Flexible Instructional Time including:
    • Pausing Points built into the curriculum that provide teachers with dedicated time to address specific student needs through targeted reteaching, remediation, practice, and extension activities 
    • Pausing Point activities designed to support multilingual/English learners’ competence and confidence through differentiated whole-group, small-group, or individual instruction
  • Boost Reading and Boost Lectura are student-led digital intervention programs that follow the scope and sequences of Amplify CKLA California and Amplify Caminos California respectively, to reinforce the same foundational skills taught in core instruction. It integrates easily into daily routines, while the robust data provided by mCLASS® DIBELS® 8th Edition offers a detailed view of how students progress across all instructional tiers.

Category 5: Instructional Planning and Teacher Support

Amplify CKLA California, Amplify Caminos California, and Amplify ELA California teachers are empowered to deliver effective instruction with various print and digital resources. The program provides comprehensive planning and support materials designed to help teachers prepare for and execute lessons effectively and fulfill the requirements of Category 5.

Implementation supports across K–6

Planning and preparation resources

  • Unit Overviews that provide important background and context for the texts students will read, including highlighted elements within the text and guidance for how students will work with those elements
  • Sub-unit Overviews (Grade 6) that provide an overview of Lesson Objectives and reading and writing assignments, as well as a list of any projections, multimedia, or digital apps that can be projected from the teacher’s included digital license
  • Lesson-by-lesson preparation checklists (Grade 6) accompanying each Sub-unit Overview
  • Lesson Briefs for each individual lesson providing important background and context
  • Content knowledge materials regarding topics that students will examine

Point-of-use instructional guidance

  • Teacher Editions that feature insets of the same text and activity instructions as the corresponding Student Edition, wrapping teacher instruction around these materials
  • Activity guidance at point of use
  • Lesson standards clearly called out
  • Discussion suggestions embedded in lessons
  • Differentiation tips at point of use
  • Detailed Instructional Guides in each activity that include sequencing and grouping suggestions, tips for facilitating discussion, possible student responses and exemplars
  • On-the-Fly supports (Grade 6)—quick call-outs to the identifying features of “on track” and “needs support” students accompanied by short models of student guidance to foster strong performance

Multimedia and digital support

  • Teacher tip videos provide modeling and guidance for implementing key foundational skills routines within the program
  • Digital platform access where teachers can access printable PDFs of differentiated support materials for multilingual/English learners and students struggling to read, including translated Unit Background and Context documents and Text Previews
  • Teacher Dashboard and reporting tools provide real-time visibility into student progress and work for immediate instructional response

Caregiver supports

Communication and overview resources

  • Caregiver Hub available in English and Spanish that provides an overview of the curriculum
  • Caregiver Letters for each K–2 Knowledge Domain and unit in Grades 3–5 that provide an overview of the content, the skills students learn, as well as practical methods that continue the learning and knowledge building at home
  • Unit-specific Caregiver Letters (Grade 6) that provide detailed information regarding what students will read and learn in each unit, including conversation starters that allow caregivers to ask questions and discuss specific aspects of a unit with their student
  • Welcome letters that explain the assessment and placement process while inviting parent involvement and offering support
  • Editable Home-School Communication letters available in English and Spanish
  • Editable Progress Reports for teachers to update parents and guardians on what their child is learning

Content and learning support materials

  • Unit Background and Context documents that provide an introduction and overview to the unit’s topic and themes, available in English and Spanish
  • Text Previews that provide a brief introduction to formative, independent reading assignments (called Solos in Grade 6), available in English and Spanish
  • Unit Overview and Support documents (Grade 6) designed for caregivers that provide information about important questions, assignments, and key aspects of the unit texts, available in English and Spanish
  • Conversation starters included in Knowledge Strand Caregiver Letters to discuss domain topics at home

Home practice and extension activities

  • Take-Home pages in the Skills Strand that include copies of decodable passages, enabling students to share their reading progress with families and continue practicing their skills outside of school
  • Take-Home Letters in the Skills Strand that provide specific guidance for parents to support skills practice at home, such as sound-sorting activities, with detailed instructions and materials for home practice activities
  • Take-Home pages in the Knowledge Strand that provide suggested activities families can do together to reinforce and extend learning beyond the classroom
  • Games and activities on Take-Home Pages that extend classroom instruction, including all the materials and instruction necessary to help families assist students in a fun and engaging way
  • Digital access to decodable texts through the Amplify Caregiver Hub, allowing students to practice their reading skills both in class and at home
  • Weekly spelling lists and directions to decoding activities that can be practiced at home

Welcome, K–8 Program 2 reviewers!

We’re honored to introduce you to Amplify California Language Arts. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California ELA/ELD Framework to life in classrooms across the state.

Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.

Your review samples

We’re excited for you to begin your review of Amplify Core Knowledge Language Arts (CKLA) California and Amplify ELA California, Language Studio California for grades K–8. Physical and digital review materials will vary by grade level.

Reviewer Binders (K–8)

Your physical samples should have arrived in grade-specific boxes with three Reviewer Binders.

  • The first binder will contain logistical program review information and the printed Evaluation Criteria Map.
  • The second binder will contain the printed Standards Maps for grades K–4.
  • The third binder will contain the printed Standards Maps for grades 5–8.

Physical samples (K–5)

You can expect to receive 15 boxes of physical materials for your review. As you begin the process of organizing your materials, please refer to the inventory checklist found inside each box as well as within your Reviewer Binder. Please note you will not receive any physical samples for grades 6–8 ELA or Language Studio for grades K-8. Your review of the program for grades 6–8 ELA and Language Studio for grades K-8 will be entirely digital.

Digital samples

In order to access your digital samples, you’ll need to log in to our platform using your unique login credentials found on a Digital Review Credential flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Digital Review Credential flyer.

Navigation tips

Before you get started, please review these important functionality notes:

Criteria Map and Standards Maps must be opened on Microsoft Word on your desktop to function as intended. If you open the documents without Microsoft Word on your desktop, citations will be cut off at the bottom of most tables within the document.

Many of our citations are deep-links to PDFs, meaning they will take you to the right page or the first page in the sequence for the citation in question. To ensure this functionality works, please disable any PDF-viewing extensions or plug-ins such as Adobe Acrobat Pro Browser Extension.

[Reviewer program navigation video] Grades K–5

[Reviewer program navigation video] Grades 6–8

Click here for additional information on navigating the digital materials for grades 6–8.

Category 1: English Language Arts (ELA) and English Language Development (ELD) Content/Alignment to Standards

Evaluation Criteria Map

Linked below is the Evaluation Criteria Map for grades K–8. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.

ELA Standards Maps

The links below provide the Standards Maps for Amplify California Language Arts for each grade level. Please note that you will need to be logged into the digital platform to access the links in the Standards Maps.

ELD Standards Maps

Category 2: Program Organization

The Amplify California Language Arts Program 2 submission includes Amplify CKLA California for Grades K–5, Amplify ELA California for Grades 6–8, and Amplify Language Studio California for Grades K–8. This comprehensive curriculum provides a full year of evidence-based instruction for each grade level, with both integrated and designated English Language Development instruction designed to give English learners the tools to thrive.

Program structure

Amplify’s California Language Arts programs are built on what the research shows: Strong readers need both word recognition and language comprehension. Our comprehensive curriculum suite follows the Simple View of Reading and The Reading Rope–bringing together foundational skills and knowledge building to deliver instruction grounded in the Science of Reading.

Flowchart illustrating skilled reading as the product of language comprehension and word recognition, grounded in the science of reading.
Diagram illustrating the interplay between language comprehension and word recognition in reading, as seen in early literacy stages. It highlights pathways through knowledge, vocabulary, and sentence understanding, reflecting principles from the CKLA reading program.

Each lesson follows a predictable structure with clearly marked components, beginning with warm-up routines, progressing through explicit instruction with guided practice, and concluding with independent application activities. The program provides detailed teacher language, including question stems and discussion prompts, ensuring clear and consistent delivery of instruction.

[Reviewer highlight video] Program organization for Category 2

[Reviewer highlight video] Program structure for grades K–2

[Reviewer highlight video] Program structure for grades 3–5

[Reviewer highlight video] Program structure for grades 6–8

Amplify CKLA California empowers teachers to deliver effective instruction and keeps students engaged with with the following resources:

  • Teacher Guides
  • Assessment Guides
  • Authentic texts and trade books
  • Knowledge Image Cards
  • Knowledge Flip Books
  • Remediation and intervention resources
  • Decodable readers
  • Student Readers and novels
  • Student Activity Books
  • Dedicated ELD support with Language Studio California
  • Poet’s Journals
  • eReaders
  • Sound Library featuring articulation videos and songs
  • Instructional routine modeling videos
  • Assignable Practice Games
  • On-demand professional development

Amplify ELA California students stay engaged with the following resources:

  • Teacher Guides that include:
    • Detailed lesson plans
    • Standards alignment and exit tickets
    • Real-time differentiation strategies
    • Robust reporting
  • Student Editions that include:
    • High-quality narrative and informational texts
    • Videos, audio supports, and digital experiences that capture their attention
    • Personal Writing Journal to keep all student writing in one place
  • Dedicated ELD support with Language Studio California
  • Trade Books

Core literacy philosophy

Support every learner. Meet all learning needs with a Multi-Tiered System of Supports (MTSS) that brings together universal screening, scaffolded core instruction, support for English learners, and data-driven intervention to ensure every student gets what they need to succeed.

Provide intentional ELD support. Honor students’ linguistic assets while building academic English through both integrated and designated instruction.

Deliver consistent foundational skills instruction. Daily explicit, systematic skills instruction in grades K–2, with targeted yet flexible support for students still building decoding confidence in grades 3–8, ensures mastery of essential reading foundations.

Build lasting knowledge across all grades. Through coherently sequenced, content-rich instruction that revisits key vocabulary and concepts with increasing complexity, students build meaningful connections that deepen their vocabulary and reading comprehension.

Strengthen reading through writing at every level. Regular writing instruction grounded in the Science of Writing supports reading comprehension, improves sentence-level writing, and provides the foundation for high-quality composition. As students progress through the upper grades, they engage in increasingly complex analytical tasks—synthesizing ideas, drawing generalizations, and interpreting multiple textual layers through both focused quick-writes and comprehensive essays. 

Foster oral language development. Structured opportunities for academic conversation and evidence-based dialogue build students’ ability to express complex ideas with precision and allow them to participate confidently in classroom discussions.

Measure growth with comprehensive assessments. Assessments range from in-the-moment checks for understanding to summative assessments that measure progress toward skills mastery and standards proficiency, providing the data needed to drive targeted instruction.

Scope and sequence

Below you can view the scope and sequence for each grade level. 

Routines

Amplify CKLA California and Amplify ELA California include several structured instructional routines that provide predictable patterns for both teachers and students:

Discussion and collaboration routines:

  • Turn and Talk: Partners discuss text-specific content using sentence starters and frames
  • Think-Pair-Share: Students engage in individual thinking, partner discussion, and whole-class sharing
  • Partner reading: Students sit shoulder-to-shoulder, taking turns reading and listening

Foundational Skills routines:

  • Sound-spelling review: Warm-up activities that reinforce phonics patterns
  • Oral blending warm-ups: Teacher-guided practice progressing to independent application
  • Finger-tapping: Techniques for blending sounds
  • Chaining activities: Students manipulate letters to transform one word into another
  • Word Work: Daily short activities focused on domain-specific and academic vocabulary

Knowledge-Building Routines:

  • Teacher modeling: Demonstration of proper intonation, expression, and pacing
  • Choral reading: Whole-class reading practice
  • Partner reading: Paired fluency practice

Close reading routines

The program includes carefully structured close reading activities that guide students through multiple encounters with complex texts. These routines help students develop deeper comprehension through systematic analysis and discussion.

Each routine includes comprehensive instructional guides with clear-cut directions for implementation, straightforward explanations of concepts, and suggestions for discussion.

Designated English Language Development materials

Language Studio California is a K–8 content-based companion for English language learners. Built on Amplify CKLA California’s and Amplify ELA California’s carefully sequenced Knowledge Domains and units, it combines engaging content knowledge with targeted supports and research-based strategies to help students move swiftly toward language proficiency. This program includes:

  • Real-world content to provide authentic opportunities to practice reading, writing, speaking, and listening.
  • Scaffolding strategies and differentiated instruction to offer targeted support along with five English proficiency levels.
  • Progress-monitoring tools to help teachers provide consistent and effective support.
  • Teacher Guides that:
    • Provide impactful progress monitoring tools including formative and summative assessments and Language Proficiency Assessment rubrics.
    • Offer varied differentiation strategies including Support, Challenge, and Access Supports in each lesson segment.
    • Are organized into thoughtful lesson segments—Talk Time, Building Background, On Stage and more—that make learning objectives concrete.
  • Activities that:
    • Expand on domain knowledge from core content and read-alouds and prompt collaborative conversation to practice oral fluency.
    • Support hands-on language activities to promote authentic interaction in the classroom.
    • Help students bridge experiences and knowledge with images, vocabulary activities, graphic organizers, anticipation guides, writing space, and more.

Category 3: Assessments

Systematic MTSS alignment

In alignment with the additional 2025 Guidance 3.1.a, the assessment systems align with MTSS tiers, including universal screening, diagnostic assessments for students demonstrating a need for additional support, and progress monitoring tools that complement the California’s required universal screening schedule per SB 114.

Tier 1:
Universal/ differentiated support
Tier 2: 
Supplemental/ targeted support
Tier 3: 
Intensified/ intensive support
Core instruction assessments





Frequency of administration
Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments

Daily, Weekly, Monthly
Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments

Daily, Weekly, Monthly
Amplify CKLA California, Amplify Caminos California, Amplify ELA California assessments

Daily, Weekly, Monthly
Universal screening assessments

Frequency of administration
mCLASS DIBELS and Lectura


3 times per year – BOY, MOY, EOY
mCLASS DIBELS and Lectura


3 times per year – BOY, MOY, EOY
mCLASS DIBELS and Lectura


3 times per year – BOY, MOY, EOY
Formal progress monitoring assessments

Frequency of administration
mCLASS DIBELS and Lectura



3 times per year – BOY, MOY, EOY
mCLASS DIBELS and Lectura



Monthly
mCLASS DIBELS and Lectura



Bi-weekly
Informal progress monitoring assessments




Frequency of administration
Amplify CKLA California, Amplify Caminos California, Amplify ELA California core assessments

Daily
Intervention Toolkit progress monitoring assessments




When linked to a lesson in the toolkit
Intervention Toolkit progress monitoring assessments




When linked to a lesson in the toolkit
Diagnostic assessment






Frequency of administration
Amplify skill diagnostic assessment

Amplify Spanish skill diagnostic assessment

Optional after universal screening assessment is administered
Amplify skill diagnostic assessment

Amplify Spanish skill diagnostic assessment

After universal screening assessment is administered

Universal assessment system

Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura are universal and dyslexia screening assessments that should be administered three times per year (BOY, MOY and EOY) to all students. The assessments evaluate student literacy risk, determine progress toward grade-level goals, and indicate the level of instructional  support a student may need. Beginning-of-year screenings require adequate instructional time before administration, particularly in grades K–1, while mid-year and end-of-year assessments evaluate instructional effectiveness and guide tier placement adjustments. These screenings also identify students at risk for dyslexia. Universal screening provides essential data for targeting instruction and measuring instructional system effectiveness.

Core instruction assessments

Amplify CKLA California and Amplify ELA California provide a comprehensive suite of assessments for Grades K–8 that range from low-stakes, informal formative assessments to more formal summative assessments. These assessments incorporate a variety of methods and question types, including multiple-choice questions, open-ended questions, and oral and written responses.

Formative assessments:

  • Checks for Understanding: Incorporated into each lesson segment throughout daily instruction. Quick pulse-checks that provide immediate feedback during lesson delivery (grades K–5). 
  • Daily formative assessments: Highlighted moments within each lesson for teachers to plan to track mastery of Primary Focus objectives and standards of each lesson to get a clear snapshot of individual and whole-class progress (grades K–5). 
  • Activity pages: Completed as part of lessons and can be used to assess lesson content understanding through various formats (grades K–5).
  • Exit Tickets: Located at the end of lessons, these provide a quick gauge of students’ ability to meet the lesson’s focus standards (grades 6–8).  
  • Writing Prompts: Prompts integrated throughout lessons during writing activities that provide skill snapshots within lessons and tracks patterns of skill development over time (grades 6–8).
  • Independent reading activities (Solos): At the end of every lesson, students complete an independent reading activity (“solo”) with reading questions that are scored to measure comprehension (grades 6–8).

Summative assessments:

  • Skills end-of-unit assessments (grades K–2) 
  • Knowledge end-of-domain assessments (grades K–2) 
  • End-of-unit assessments (grades 3–5) 
  • Unit essays: A culminating end-of-unit set of lessons that guide students through crafting an essay with a rubric to score mastery of writing skills (grades 6–8)
  • Unit Reading Assessments: Auto-scored responses and two constructed response items evaluate comprehension, content understanding, and reading skills using the passages students read during the unit (grades 6–8)

Performance Assessments

Student Performance Assessments are multi-day assessments administered in Grades K-5 at the beginning, middle, and end of year to help teachers gauge student mastery of grade-level Core content. These assessments provide critical data to help teachers set targeted instructional goals and monitor individual and class-wide progress towards core objectives.

Progress monitoring

Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura provide formal progress monitoring in the discrete skills that are indicative of reading growth and predictive of overall success to provide the most instructionally meaningful information to teachers.

Informal progress monitoring tools can be found within the Intervention Toolkit, including materials for teachers to record, track, and evaluate student progress.

Diagnostic assessment

Interventions within Amplify’s literacy programs are informed by a skill diagnostic assessment that provides detailed data on foundational literacy skill deficits. The Amplify Skill Diagnostic Assessment and Amplify Spanish Skill Diagnostic assessment serve as critical tools in this process, administered specifically to students identified as at risk for reading difficulty through universal screening assessments—particularly those demonstrating mCLASS DIBELS 8th Edition or mCLASS Lectura composite scores in the Well Below or Below Benchmark ranges. These diagnostic assessments provide teachers with the precise skills to begin intervention and remediation.

Category 4: Universal Access

Amplify CKLA California and Amplify ELA California were built on the principles of Universal Design for Learning (UDL) and reviewed by CAST, a nonprofit education research and development organization. The program is developed using the Universal Design for Learning framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Universal Design for Learning

The programs incorporate opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning.

  • Multiple Means of Engagement: The programs incorporate interesting and motivating ways for students to interact with information and content. In Amplify CKLA California, the Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students. Scaffolding for students with various levels of need is incorporated into the design of each lesson.
  • Multiple Means of Representation: The programs provide multiple means of presenting content to maximize student understanding. This includes digital component files that allow for a range of presentations of images and text to support learning. Amplify provides access to universal supports such as point-of-use audio for all core texts, embedded definitions for critical vocabulary, and glossaries in multiple languages. Amplify CKLA California includes clarification on language found throughout the program, with sidebars that include support on transition words and syntax, and illustrations to help students understand the concepts they are learning.
  • Multiple Means of Action and Expression: The programs include a range of methods for all students, including English Learners, to navigate and demonstrate learning. This includes physical actions, a range of methods for response, appropriate tools for composition, and varied scaffolding. In Amplify ELA California, lessons provide multiple ways for students to interact with text, allowing their brains to process the language through distinct pathways. Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.
  • Accessibility: Universal access features include visual aids, enlarged materials, physical objects, and multiple learning modalities through activities like Push & Say and Wiggle Cards. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students.

Embedded differentiation

Amplify CKLA California and Amplify ELA California provide built-in differentiation strategies in every lesson for all students.

Throughout the Teacher Guides, point-of-use Differentiation icons provide targeted instructional strategies and supports. These icons indicate specific guidance for advanced learners, students who need additional support, and English learners, allowing teachers to easily identify and implement appropriate scaffolds and extensions during instruction. In addition, teachers are provided with recommendations for resources to use with each group of students.

  • Pre-teaching supports include mini-lessons on:
    • Core vocabulary words
    • Core Connections
    • Essential Background Information or Terms
    • What Have We Already Learned/What Do We Already Know?
  • Differentiated Support for Core Instruction tables, located in the overview of each K–2 Skills Teacher Guide, provide a list of specific opportunities for reteaching and additional support in each lesson based on skill.
  • Support and Challenge Sidebars in lesson margins offer educators immediate guidance in implementing point-of-use differentiation techniques.
  • Flexible Grouping within lessons provides opportunities for teachers to facilitate small groups, partners, or individualized support based on students’ needs. In the Skills Strand, teachers receive specific guidance for differentiated small-group instruction, with targeted support and activities outlined for both Group 1 (students needing additional support) and Group 2 (on-level students) based on data. 
  • Amplify ELA California provides point-of-use supports embedded within key core lesson activities with six levels of differentiation. The goal of these supports is to fully enable access to grade-level content for all students, including students with disabilities, English learners, and students ready for an additional level of challenge.
  • The Universal Access section of Advance Preparation in each lesson includes varied strategies to ensure all students can access and engage in each lesson.
  • Frequent use of graphic organizers and visual supports in lessons provide opportunities for differentiation based on need. The program also includes a variety of technological supports, such as eReaders with audio.
  • Extension opportunities are suggested throughout lessons, often embedded in writing tasks, which include prompts to use more complex and descriptive vocabulary, figurative language,  multi-clause and complex sentences, and  informational text characteristics.

Assessment-Driven MTSS resources

  • The K–8 Intervention Toolkit is available online and provides easy-to-use resources that assist teachers in filling gaps in students’ reading skills, with activities to support print concepts, phonological awareness, phonics, fluency, and other key skills
  • Fluency Packets (Grades 2–5)
  • Foundational Skills Intervention Program for Grades 3–8 support students who would benefit from direct and explicit intervention instruction in the full continuum of foundational skills in the upper grades
  • Flexible Instructional Time including:
    • Pausing Points built into the curriculum that provide teachers with dedicated time to address specific student needs through targeted reteaching, remediation, practice, and extension activities 
    • Pausing Point activities designed to support English learners’ competence and confidence through differentiated whole-group, small-group, or individual instruction
  • Boost Reading is a K–5 student-led digital intervention program. Boost Reading follows Amplify CKLA California’s scope and sequence to reinforce the same foundational skills taught in core instruction. It integrates easily into daily routines, while the robust data provided by mCLASS® DIBELS® 8th Edition offers a detailed view of how students progress across all instructional tiers.

Category 5: Instructional Planning and Teacher Support

Amplify CKLA California and Amplify ELA California teachers are empowered to deliver effective instruction with various print and digital resources. The program provides comprehensive planning and support materials designed to help teachers prepare for and execute lessons effectively and fulfill the requirements of Category 5.

Implementation supports across K–8

Planning and preparation resources

  • Unit Overviews that provide important background and context for the texts students will read, including highlighted elements within the text and guidance for how students will work with those elements
  • Sub-unit Overviews (Grades 6–8) that provide an overview of Lesson Objectives and reading and writing assignments, as well as a list of any projections, multimedia, or digital apps that can be projected from the teacher’s included digital license
  • Lesson-by-lesson preparation checklists (Grades 6–8) accompanying each Sub-unit Overview
  • Lesson Briefs for each individual lesson providing important background and context
  • Content knowledge materials regarding topics that students will examine

Point-of-use instructional guidance

  • Teacher Editions that feature insets of the same text and activity instructions as the corresponding Student Edition, wrapping teacher instruction around these materials
  • Activity guidance at point of use
  • Lesson standards clearly called out
  • Discussion suggestions embedded in lessons
  • Differentiation tips at point of use
  • Detailed Instructional Guides in each activity that include sequencing and grouping suggestions, tips for facilitating discussion, possible student responses and exemplars
  • Student Supports in all core lessons that provide teachers with targeted supports in daily core instruction, addressing which might serve the student best in the moment—support, strengthen, stretch—with additional call-outs for newcomers

Multimedia and digital support

  • Teacher tip videos provide modeling and guidance for implementing key foundational skills routines within the program
  • Digital platform access where teachers can access printable PDFs of differentiated support materials for English learners and students struggling with reading, including translated Unit Background and Context documents and Text Previews
  • Teacher dashboard and reporting tools (Grade 6–8) provide real-time visibility into student progress and work for immediate instructional response

Caregiver supports

Communication and overview resources

  • Caregiver Hub available in English and Spanish that provides an overview of the curriculum
  • Caregiver Letters for each K–2 Knowledge Domain and unit in Grades 3–5 that provide an overview of the content, the skills students learn, as well as practical methods that continue the learning and knowledge building at home
  • Unit-specific Caregiver Letters (Grades 6–8) that provide detailed information regarding what students will read and learn in each unit, including conversation starters that allow caregivers to ask questions and discuss specific aspects of a unit with their student
  • Welcome letters that explain the assessment and placement process while inviting parent involvement and offering support
  • Editable Home-School Communication letters available in English and Spanish
  • Editable Progress Reports for teachers to update parents and guardians on what their child is learning

Content and learning support materials

  • Unit Background and Context documents that provide an introduction and overview to the unit’s topic and themes, available in English and Spanish
  • Text Previews that provide a brief introduction to formative, independent reading assignments (called Solos in Grades 6–8), available in English and Spanish
  • Unit Overview and Support documents (Grades 6–8) designed for caregivers that provide information about important questions, assignments, and key aspects of the unit texts, available in English and Spanish
  • Conversation starters included in Knowledge Strand Caregiver Letters to discuss domain topics at home

Home practice and extension activities

  • Take-Home pages in the Skills Strand that include copies of decodable passages, enabling students to share their reading progress with families and continue practicing their skills outside of school
  • Take-Home Letters in the Skills Strand that provide specific guidance for parents to support skills practice at home, such as sound-sorting activities, with detailed instructions and materials for home practice activities
  • Take-Home pages in the Knowledge Strand that provide suggested activities families can do together to reinforce and extend learning beyond the classroom
  • Games and activities on take-home pages that extend classroom instruction, including all the materials and instruction necessary to help families assist students in a fun and engaging way
  • Digital access to decodable texts through the Amplify Caregiver Hub, allowing students to practice their reading skills both in class and at home
  • Weekly spelling lists and directions to decoding activities that can be practiced at home

Welcome, K–8 Program 1 reviewers!

We’re honored to introduce you to Amplify California Language Arts. We’re confident you’ll find this comprehensive program to be a powerful tool for bringing the vision of the California ELA Framework to life in classrooms across the state.

Please start with the video on the right to learn how to navigate the program and access key features referenced within our submission. Below you’ll find additional resources to support your review.

Your review samples

We’re excited for you to begin your review of Amplify Core Knowledge Language Arts (CKLA) California and Amplify ELA California. Physical and digital review materials will vary by grade level.

Reviewer Binders (K–8)

Your physical samples should have arrived in grade-specific boxes with three Reviewer Binders.

  • The first binder will contain logistical program review information and the printed Evaluation Criteria Map.
  • The second binder will contain the printed Standards Maps for grades K–4.
  • The third binder will contain the printed Standards Maps for grades 5–8.

Physical samples (K–5)

You can expect to receive 15 boxes of physical materials for your review. As you begin the process of organizing your materials, please refer to the inventory checklist found inside each box as well as within your Reviewer Binder. Please note you will not receive any physical samples for grades 6–8. Your review of the program for grades 6–8 will be entirely digital.

Digital samples (K–8)

In order to access your digital samples, you’ll need to log in to our platform using your unique login credentials found on a Digital Review Credential flyer inside of your Reviewer Binder. Once you have located the flyer:

  • Click the orange button below to access the platform.
  • Click “Log in with Amplify.”
  • Enter the username and password provided on your Digital Review Credential flyer.

Navigation tips

Before you get started, please review these important functionality notes:

Criteria Map and Standards Maps must be opened on Microsoft Word on your desktop to function as intended. If you open the documents without Microsoft Word on your desktop, citations will be cut off at the bottom of most tables within the document.

Many of our citations are deep-links to PDFs, meaning they will take you to the right page or the first page in the sequence for the citation in question. To ensure this functionality works, please disable any PDF-viewing extensions or plug-ins such as Adobe Acrobat Pro Browser Extension.

[Reviewer program navigation video] Grades K–5

[Reviewer program navigation video] Grades 6–8

Click here for additional information on navigating the digital materials for grades 6–8.

Category 1: English Language Arts (ELA) and English Language Development (ELD) Content/Alignment to Standards

Evaluation Criteria Map

Linked below is the Evaluation Criteria Map for grades K–8. Please note that you will need to be logged into the digital platform to access the links in the Evaluation Criteria Map.

ELA Standards Maps

The links below provide the Standards Maps for Amplify California Core Language Arts for each grade level. Please note that you will need to be logged into the digital platform to access the links in the Standards Maps.

Category 2: Program Organization

The Amplify California Language Arts Program 1 submission includes Amplify CKLA California for Grades K–5 and Amplify ELA California for Grades 6–8. This comprehensive curriculum provides a full year of evidence-based instruction for each grade level, transitioning from foundational literacy to advanced text analysis.

Program structure

Amplify’s California Language Arts programs are built on what the research shows: Strong readers need both word recognition and language comprehension. Our comprehensive curriculum suite follows the Simple View of Reading and The Reading Rope–bringing together foundational skills and knowledge building to deliver instruction grounded in evidence-based literacy practices.

Flowchart illustrating skilled reading as the product of language comprehension and word recognition, grounded in the science of reading.
Diagram illustrating the interplay between language comprehension and word recognition in reading, as seen in early literacy stages. It highlights pathways through knowledge, vocabulary, and sentence understanding, reflecting principles from the CKLA reading program.

Each lesson follows a predictable structure with clearly marked components, beginning with warm-up routines, progressing through explicit instruction with guided practice, and concluding with independent application activities. The program provides detailed teacher language, including question stems and discussion prompts, ensuring clear and consistent delivery of instruction.

[Reviewer highlight video] Program organization for Category 2

[Reviewer highlight video] Program structure for grades K–2

[Reviewer highlight video] Program structure for grades 3–5

[Reviewer highlight video] Program structure for grades 6–8

Amplify CKLA California empowers teachers to deliver effective instruction and keeps students engaged with the following resources:

  • Teacher Guides
  • Assessment Guides
  • Authentic texts and trade books
  • Knowledge Image Cards
  • Knowledge Flip Books
  • Remediation and intervention resources
  • Decodable readers
  • Student Readers and novels
  • Student Activity Books
  • Poet’s Journals
  • eReaders
  • Sound Library featuring articulation videos and songs
  • Instructional routine modeling videos
  • Assignable Practice Games
  • On-demand professional development

Amplify ELA California students stay engaged with the following resources:

  • Teacher Guides that include:
    • Detailed lesson plans
    • Standards alignment and exit tickets
    • Real-time differentiation strategies
    • Robust reporting
  • Student Editions that include:
    • High-quality narrative and informational texts
    • Videos, audio supports, and digital experiences that capture their attention
    • Personal Writing Journal to keep all student writing in one place
  • Trade Books

Core literacy philosophy

Support every learner. Meet all learning needs with a Multi-Tiered System of Supports (MTSS) that brings together universal screening, scaffolded core instruction, support for English learners, and data-driven intervention to ensure every student gets what they need to succeed.

Deliver consistent foundational skills instruction. Daily explicit, systematic skills instruction in grades K–2, with targeted yet flexible support for students still building decoding confidence in grades 3–8, ensures mastery of essential reading foundations.

Build lasting knowledge across all grades. Through coherently sequenced, content-rich instruction that revisits key vocabulary and concepts with increasing complexity, students build meaningful connections that deepen their vocabulary and reading comprehension.

Strengthen reading through writing at every level. Regular writing instruction grounded in the Science of Writing supports reading comprehension, improves sentence-level writing, and provides the foundation for high-quality composition. As students progress through the upper grades, they engage in increasingly complex analytical tasks—synthesizing ideas, drawing generalizations, and interpreting multiple textual layers through both focused quick-writes and comprehensive essays. 

Foster oral language development. Structured opportunities for academic conversation and evidence-based dialogue build students’ ability to express complex ideas with precision and allow them to participate confidently in classroom discussions.

Measure growth with comprehensive assessments. Assessments range from in-the-moment checks for understanding to summative assessments that measure progress toward skills mastery and standards proficiency, providing the data needed to drive targeted instruction.

Scope and sequence

Below you can view the scope and sequence for each grade level. 

Routines

Amplify CKLA California and Amplify ELA California include several structured instructional routines that provide predictable patterns for both teachers and students:

Discussion and collaboration routines:

  • Turn and Talk: Partners discuss text-specific content using sentence starters and frames
  • Think-Pair-Share: Students engage in individual thinking, partner discussion, and whole-class sharing
  • Partner reading: Students sit shoulder-to-shoulder, taking turns reading and listening

Foundational Skills routines:

  • Sound-spelling review: Warm-up activities that reinforce phonics patterns
  • Oral blending warm-ups: Teacher-guided practice progressing to independent application
  • Finger tapping: Techniques for blending sounds
  • Chaining activities: Students manipulate letters to transform one word into another
  • Word Work: Daily short activities focused on domain-specific and academic vocabulary

Knowledge-building routines:

  • Vocabulary preview: Introduction of new words before reading
  • Read-aloud procedures: Established routines for introducing and discussing complex texts
  • Text discussions: Structured comprehension conversations with scaffolded questioning

Fluency routines:

  • Teacher modeling: Demonstration of proper intonation, expression, and pacing
  • Choral reading: Whole-class reading practice
  • Partner reading: Paired fluency practice

Close reading routines

The program includes carefully structured close reading activities that guide students through multiple encounters with complex texts. These routines help students develop deeper comprehension through systematic analysis and discussion.

Each routine includes comprehensive instructional guides with clear-cut directions for implementation, straightforward explanations of concepts, and suggestions for discussion.

Category 3: Assessments

Systematic MTSS alignment

In alignment with the additional 2025 Guidance 3.1.a, the assessment systems align with MTSS tiers, including universal screening, diagnostic assessments for students demonstrating a need for additional support, and progress monitoring tools that complement California’s required universal screening schedule per SB 114.

Tier 1:
Universal/ differentiated support
Tier 2: 
Supplemental/ targeted support
Tier 3: 
Intensified/ intensive support
Core instruction assessments




Frequency of administration
Amplify CKLA California, Amplify ELA California assessments


Daily, Weekly, Monthly
Amplify CKLA California, Amplify ELA California assessments


Daily, Weekly, Monthly
Amplify CKLA California, Amplify ELA California assessments


Daily, Weekly, Monthly
Universal screening assessments

Frequency of administration
mCLASS DIBELS and mCLASS Lectura

3 times per year – BOY, MOY, EOY
mCLASS DIBELS and mCLASS Lectura

3 times per year – BOY, MOY, EOY
mCLASS DIBELS and mCLASS Lectura

3 times per year – BOY, MOY, EOY
Formal progress monitoring assessments


Frequency of administration
mCLASS DIBELS and mCLASS Lectura


3 times per year – BOY, MOY, EOY
mCLASS DIBELS and mCLASS Lectura


Monthly
mCLASS DIBELS and mCLASS Lectura


Bi-weekly
Informal progress monitoring assessments



Frequency of administration
Amplify CKLA California, Amplify ELA California core assessments


Daily
Intervention Toolkit progress monitoring assessments


When linked to a lesson in the toolkit
Intervention Toolkit progress monitoring assessments


When linked to a lesson in the toolkit
Diagnostic assessment



Frequency of administration
Amplify skill diagnostic assessment


Optional after universal screening assessment is administered
Amplify skill diagnostic assessment


After universal screening assessment is administered

Universal assessment system

Amplify’s mCLASS® DIBELS® 8th Edition (K–8) and mCLASS Lectura (K–6) are universal and dyslexia screening assessments that should be administered three times per year (BOY, MOY and EOY) to all students. The assessments evaluate student literacy risk, determine progress toward grade-level goals, and indicate the level of instructional  support a student may need. Beginning-of-year screenings require adequate instructional time before administration, particularly in grades K–1, while mid-year and end-of-year assessments evaluate instructional effectiveness and guide tier placement adjustments. These screenings also identify students at risk for dyslexia. Universal screening provides essential data for targeting instruction and measuring instructional system effectiveness.

Core instruction assessments

Amplify CKLA California and Amplify ELA California provide a comprehensive suite of assessments for Grades K–8 that range from low-stakes, informal formative assessments to more formal summative assessments. These assessments incorporate a variety of methods and question types, including multiple-choice questions, open-ended questions, and oral and written responses.

Formative assessments:

  • Checks for Understanding: Incorporated into each lesson segment throughout daily instruction. Quick pulse-checks that provide immediate feedback during lesson delivery (grades K–5). 
  • Daily formative assessments: Highlighted moments within each lesson for teachers to plan to track mastery of Primary Focus objectives and standards of each lesson to get a clear snapshot of individual and whole-class progress (grades K–5). 
  • Activity pages: Completed as part of lessons and can be used to assess lesson content understanding through various formats (grades K–5).
  • Exit Tickets: Located at the end of lessons, these provide a quick gauge of students’ ability to meet the lesson’s focus standards (grades 6–8).  
  • Writing Prompts: Prompts integrated throughout lessons during writing activities that provide skill snapshots within lessons and tracks patterns of skill development over time (grades 6–8).
  • Independent reading activities (Solos): At the end of every lesson, students complete an independent reading activity (“Solo”) with reading questions that are scored to measure comprehension (grades 6–8).

Summative assessments:

  • Skills end-of-unit assessments (grades K–2) 
  • Knowledge end-of-domain assessments (grades K–2) 
  • End-of-unit assessments (grades 3–5) 
  • Unit essays: A culminating end-of-unit set of lessons that guide students through crafting an essay with a rubric to score mastery of writing skills (grades 6–8)
  • Unit Reading Assessments: Auto-scored responses and two constructed response items evaluate comprehension, content understanding, and reading skills using the passages students read during the unit (grades 6–8)

Performance Assessments

Student Performance Assessments are multi-day assessments administered in Grades K–5 at the beginning, middle, and end of year to help teachers gauge student mastery of grade-level Core content. These assessments provide critical data to help teachers set targeted instructional goals and monitor individual and class-wide progress towards core objectives.

Progress monitoring

Amplify’s mCLASS® DIBELS® 8th Edition and mCLASS Lectura provide formal progress monitoring in the discrete skills that are indicative of reading growth and predictive of overall success to provide the most instructionally meaningful information to teachers.


Informal progress monitoring tools can be found within the Intervention Toolkit, including materials for teachers to record, track, and evaluate student progress.

Diagnostic assessment

Interventions within Amplify’s literacy programs are informed by a skill diagnostic assessment that provides detailed data on foundational literacy skill deficits. The Amplify Skill Diagnostic Assessment and Amplify Spanish Skill Diagnostic assessment serve as critical tools in this process, administered specifically to students identified as at risk for reading difficulty through universal screening assessments—particularly those demonstrating mCLASS DIBELS 8th Edition or mCLASS Lectura composite scores in the Well Below or Below Benchmark ranges. These diagnostic assessments provide teachers with the precise skills to begin intervention and remediation.

Category 4: Universal Access

Amplify CKLA California and Amplify ELA California were built on the principles of Universal Design for Learning (UDL) and reviewed by CAST, a nonprofit education research and development organization. The program is developed using the Universal Design for Learning framework to proactively ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Universal Design for Learning

The programs incorporate opportunities for engagement, representation, action, and expression based on the guidelines of Universal Design for Learning.

  • Multiple Means of Engagement: The programs incorporate interesting and motivating ways for students to interact with information and content. In Amplify CKLA California, the Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students. Scaffolding for students with various levels of need is incorporated into the design of each lesson.
  • Multiple Means of Representation: The programs provide multiple means of presenting content to maximize student understanding. This includes digital component files that allow for a range of presentations of images and text to support learning. Amplify provides access to universal supports such as point-of-use audio for all core texts, embedded definitions for critical vocabulary, and glossaries in multiple languages. Amplify CKLA California includes clarification on language found throughout the program, with sidebars that include support on transition words and syntax, and illustrations to help students understand the concepts they are learning.
  • Multiple Means of Action and Expression: The programs include a range of methods for all students, including English learners, to navigate and demonstrate learning. This includes physical actions, a range of methods for response, appropriate tools for composition, and varied scaffolding. In Amplify ELA California, lessons provide multiple ways for students to interact with text, allowing their brains to process the language through distinct pathways. Activities harness multiple learning modes, using media tools, digital apps, and a variety of visual and physical experiences to strategically support and enhance student learning.
  • Accessibility: Universal access features include visual aids, enlarged materials, physical objects, and multiple learning modalities through activities like Push & Say and Wiggle Cards. The Universal Access section in the introduction of each lesson provides specific lesson-level options based on the needs of individual classrooms and students.

Embedded differentiation

Amplify CKLA California and Amplify ELA California provide built-in differentiation strategies in every lesson for all students.

  • Pre-teaching supports include mini-lessons on:
    • Core vocabulary building
    • Core connections
    • Essential background information building
    • What Have We Already Learned?/What Do We Already Know?
  • Differentiated Support for Core Instruction tables, located in the overview of each K–2 Skills Teacher Guide, provide a list of specific opportunities for reteaching and additional support in each lesson based on skill.
  • Support and Challenge Sidebars in lesson margins offer educators immediate guidance in implementing point-of-use differentiation techniques.
  • Flexible Grouping within lessons provides opportunities for teachers to facilitate small groups, partners, or individualized support based on students’ needs. In the Skills Strand, teachers receive specific guidance for differentiated small-group instruction, with targeted support and activities outlined for both Group 1 (students needing additional support) and Group 2 (on-level students) based on data. 
  • Amplify ELA California provides point-of-use supports embedded within key core lesson activities with six levels of differentiation. The goal of these supports is to fully enable access to grade-level content for all students, including students with disabilities, English learners, and students ready for an additional level of challenge.
  • The Universal Access section of Advance Preparation in each lesson includes varied strategies to ensure all students can access and engage in each lesson.
  • Frequent use of graphic organizers and visual supports in lessons provide opportunities for differentiation based on need. The program also includes a variety of technological supports, such as eReaders with audio.
  • Extension opportunities are suggested throughout lessons, often embedded in writing tasks, which include prompts to use more complex and descriptive vocabulary, figurative language,  multi-clause and complex sentences, and  informational text characteristics.

Assessment-driven MTSS resources

  • The K–8 Intervention Toolkit is available online and provides easy-to-use resources that assist teachers in filling gaps in students’ reading skills, with activities to support print concepts, phonological awareness, phonics, fluency, and other key skills
  • Fluency Packets (Grades 2–5)
  • Foundational Skills Intervention Program for Grades 3–8 support students who would benefit from direct and explicit intervention instruction in the full continuum of foundational skills in the upper grades
  • Flexible Instructional Time including:
    • Pausing Points built into the curriculum that provide teachers with dedicated time to address specific student needs through targeted reteaching, remediation, practice, and extension activities 
    • Pausing Point activities designed to support English learners’ competence and confidence through differentiated whole-group, small-group, or individual instruction
  • Boost Reading is a K–5 student-led digital intervention program. Boost Reading follows Amplify CKLA California’s scope and sequence to reinforce the same foundational skills taught in core instruction. It integrates easily into daily routines, while the robust data provided by mCLASS® DIBELS® 8th Edition offers a detailed view of how students progress across all instructional tiers.

Category 5: Instructional Planning and Teacher Support

Amplify CKLA California and Amplify ELA California teachers are empowered to deliver effective instruction with various print and digital resources. The program provides comprehensive planning and support materials designed to help teachers prepare for and execute lessons effectively and fulfill the requirements of Category 5.

Implementation supports across K–8

Planning and preparation resources

  • Unit Overviews that provide important background and context for the texts students will read, including highlighted elements within the text and guidance for how students will work with those elements
  • Sub-unit Overviews (Grades 6–8) that provide an overview of Lesson Objectives and reading and writing assignments, as well as a list of any projections, multimedia, or digital apps that can be projected from the teacher’s included digital license
  • Lesson-by-lesson preparation checklists (Grades 6–8) accompanying each Sub-unit Overview
  • Lesson Briefs for each individual lesson providing important background and context
  • Content knowledge materials regarding topics that students will examine

Point-of-use instructional guidance

  • Teacher Editions that feature insets of the same text and activity instructions as the corresponding Student Edition, wrapping teacher instruction around these materials
  • Activity guidance at point of use
  • Lesson standards clearly called out
  • Discussion suggestions embedded in lessons
  • Differentiation tips at point of use
  • Detailed Instructional Guides in each activity that include sequencing and grouping suggestions, tips for facilitating discussion, possible student responses and exemplars
  • Student Supports in all core lessons provide teachers with targeted supports in daily core instruction, addressing which might serve the student best in the moment—support, strengthen, stretch—with additional call-outs for newcomers

Multimedia and digital support

  • Teacher tip videos provide modeling and guidance for implementing key foundational skills routines within the program
  • Digital platform access where teachers can access printable PDFs of differentiated support materials for English learners and readers struggling with text, including translated Unit Background and Context Documents and Text Previews
  • Teacher Dashboard and reporting tools (Grade 6–8) that provide real-time visibility into student progress and work for immediate instructional response

Caregiver supports

Communication and overview resources

  • Caregiver Hub available in English and Spanish that provides an overview of the curriculum
  • Caregiver Letters for each K–2 Knowledge Domain and unit in Grades 3–5 that provide an overview of the content, the skills students learn, as well as practical methods that continue the learning and knowledge building at home
  • Unit-specific Caregiver Letters (Grades 6–8) that provide detailed information regarding what students will read and learn in each unit, including conversation starters that allow caregivers to ask questions and discuss specific aspects of a unit with their student
  • Welcome letters that explain the assessment and placement process while inviting parent involvement and offering support
  • Editable Home-School Communication letters available in English and Spanish
  • Editable Progress Reports for teachers to update parents and guardians on what their child is learning

Content and learning support materials

  • Unit Background and Context documents that provide an introduction and overview to the unit’s topic and themes, available in English and Spanish
  • Text Previews that provide a brief introduction to formative, independent reading assignments (called Solos in Grades 6–8), available in English and Spanish
  • Unit Overview and Support documents (Grades 6–8) designed for caregivers that provide information about important questions, assignments, and key aspects of the unit texts, available in English and Spanish
  • Conversation starters included in Knowledge Strand Caregiver Letters to discuss domain topics at home

Home practice and extension activities

  • Take-Home pages in the Skills Strand that include copies of decodable passages, enabling students to share their reading progress with families and continue practicing their skills outside of school
  • Take-Home Letters in the Skills Strand that provide specific guidance for parents to support skills practice at home, such as sound-sorting activities, with detailed instructions and materials for home practice activities
  • Take-Home pages in the Knowledge Strand that provide suggested activities families can do together to reinforce and extend learning beyond the classroom
  • Games and activities on Take-Home Pages that extend classroom instruction, including all the materials and instruction necessary to help families assist students in a fun and engaging way
  • Digital access to decodable texts through the Amplify Caregiver Hub, allowing students to practice their reading skills both in class and at home
  • Weekly spelling lists and directions to decoding activities that can be practiced at home

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S4 – 03: LIVE from NCTM with Bethany and Dan

Hosts Bethany and Dan, both smiling, in a promotional image for the "Math Teacher Lounge" podcast, Season 4 Episode 3, titled "Live from NCTM!" with an

In this episode, co-hosts Bethany Lockhart Johnson and Dan Meyer are LIVE with more than one hundred Math Teacher Lounge listeners at the recent National Council of Teachers of Mathematics conference. Listen in as they answer the pressing question: Who is the best teacher in film or television?

Explore more from Math Teacher Lounge by visiting our main page

Download Transcript

Presenter (00:00):
Ladies and gentlemen, from Math Teacher Lounge, we have Bethany Lockhart Johnson and Dan Meyer! <cheering>

Bethany Lockhart Johnson (00:08):
Doesn’t go well that the door was locked. Like, I could not get in! <Laugh>

Dan Meyer (00:12):
Yeah. Gotcha. All right. We’re gonna sit a little bit. Let’s see how that works—

Bethany Lockhart Johnson (00:16):
Hi!

Dan Meyer (00:16):
Yeah. I think we’ll stand up? Or whaddaya think, sit…?

Bethany Lockhart Johnson (00:19):
Should we stand? Hi.

Dan Meyer (00:22):
Hello. Great to see you folks. Yeah, I can hear you.

Bethany Lockhart Johnson (00:25):
Can you hear me? That’s—I know YOU can me. Can you hear me OK? OK! We’re here. Hello. Thank you for like, lining up and coming out and being here. Thank you!

Dan Meyer (00:35):
Means so much to me that you could be here for me, on my show, with Bethany Lockhart Johnson, my co-host. <Audience laughs>

Bethany Lockhart Johnson (00:40):
The hour has just started.

Dan Meyer (00:42):
We’re just getting going. Yeah. If you folks have heard the podcast, you don’t know how much gets cut out. And it’s like, mostly me just having, you know, anxious nerves and saying something silly and then we cut it out and we can’t do that here today. So it should be real fun for all of us, I think. Yeah.

Bethany Lockhart Johnson (00:55):
It’s not true. It’s mostly dancing. “Bethany, can you stop talking? Bethany?” Cause it’s mostly—

Dan Meyer (00:59):
“It’s my turn. It’s my turn! Bethany <laugh>! I haven’t been heard for a while.”

Bethany Lockhart Johnson (01:02):
Dan. We’re at an in-person conference.

Dan Meyer (01:05):
In-person BIG conference, I would say. I’d say a big conference. Yeah.

Bethany Lockhart Johnson (01:08):
And have you been to the Amplify booth?

Dan Meyer (01:11):
I have! Have these people? There’s a claw machine with free socks.

Bethany Lockhart Johnson (01:16):
Yeah. You’re saving me socks, right? That’s what you’re saying. <Laugh> I mean, it’s exciting. How has your conference been so far?

Dan Meyer (01:21):
So far it’s been a blast. I feel fed. I feel like the community’s been awesome. How are you feeling about it?

Bethany Lockhart Johnson (01:29):
OK. Let’s talk about me for just a second.

Dan Meyer (01:31):
Yeah. Talk about you.

Bethany Lockhart Johnson (01:31):
Last night, Dan, was the very first night that I was away from my toddler. <Audience: Aw!>

Dan Meyer (01:38):
Big commitment being here. Thank you.

Bethany Lockhart Johnson (01:40):
I got super-emotional walking back to the hotel after dinner, and then I got in my room, <laugh> I put on pajamas, and I turned on music. I slept so good!

Dan Meyer (01:50):
Yeah. <Audience laughs> Give it up for no kids! <Audience laughs> Hey!

Bethany Lockhart Johnson (01:55):
I love him so much. But I slept all the way through the night. Oh, by the way, I ordered room service in the morning.

Dan Meyer (02:01):
On Amplify.

Bethany Lockhart Johnson (02:01):
That bill’s coming. But it’s been a great conference and I’m so delighted to be here in person and to get to share energy…and hopefully that’s all we’re sharing today. Y’all got your tests, right? Yep. Sharing energy and community today. Because we know it’s been hard. Hardness. Hard.

Dan Meyer (02:25):
Yeah.

Bethany Lockhart Johnson (02:26):
Years. Hard. And to be in person, I know conferences reinvigorate me and I go back into my educational spaces feeling revitalized with new connections and new ideas to try. So yeah, I’ve been excited to be here. And thank you all for being here.

Dan Meyer (02:40):
Yep. I don’t care if I get six different strains of Covid here. I’m just thrilled to be here. <Audience laughs> I don’t know if you’ve had the same feeling, though, Bethany, you folks…I’m a little bit confused to some degree about what we’re doing. I just wanna be really transparent. This is my sarcastic voice but I’m being sincere here. It kind of feels like we’re in a little bit of a time capsule. Like we all got in a time capsule in 2019 and, you know, you open it back up and it’s like, OK, so we’re still, you know, talking about X, Y, or Z protocol for establishing classroom routines or whatever. And I’m like, OK! Like, I loved that in 2019! But I do admit, I’m still trying to figure out a little bit like, what are we doing now? What’s our relationship to the world out there? Things are very different. I have had some great sessions that I’ve enjoyed. I’m also like, still waiting for a session to draw a little blood. Do you know what I mean? Like there’s been sessions…no? OK. You’ve been in these sessions where it’s like, “Oh, ow.” Like, and you look down and there’s and there’s blood there. It’s like, I thought I knew what we were up to. Like, I thought I knew what teaching was and how we relate to the world. I dunno, like in any Danny Martin session in 2019, “Take a Knee” was one, where I was like, “Oh, OK. Like, I’m not as hot as I think I am here. Like, I’m part of a system.” That kind of thing for me draws blood. And I haven’t been in one of those yet. Been some great sessions. I’m a little hopeful that today we draw a little blood and think about what we’re doing here, is my hope here, if that’s OK. So Bethany’s gonna moderate that impulse and she’ll be the fun one and I’ll be the blood-drawing one.

Bethany Lockhart Johnson (04:05):
No, I don’t…that metaphor doesn’t speak to me personally. But what I will say is, I get what you’re saying about really wanting to be in that room where there’s like this synergy happening. No promises about that today other than—

Dan Meyer (04:18):
I promise. <Audience laughs> Go on.

Bethany Lockhart Johnson (04:20):
Other than I get what you’re saying. I’ll find my own metaphor that does not involve bloodshed, but.

Dan Meyer (04:25):
Sure. There’s a lot of ways we we could go about this today. And the one that I’m excited about is, you know, we could like, you know, analyze some results from students, and talk about what went into that. Look at classroom video. Lots of possibilities. But here’s what we’re up to today. Hope you’re into it. Which is, we are here in the heart of the entertainment industry. You know, Tinseltown! Um, the Big Apple! Uh…

Bethany Lockhart Johnson (04:47):
No!

Dan Meyer (04:47):
Come on. What do you got here? Um…

Bethany Lockhart Johnson (04:51):
It was daytime at night. Like the lights were so bright.

Dan Meyer (04:54):
The City of Lights.

Bethany Lockhart Johnson (04:55):
There was a movie premiere outside my hotel room, which I was not invited to, unfortunately. But so what are we doing today?

Dan Meyer (05:01):
So here’s what we’re doing. We are gonna settle, once and for all, a question you have not asked yourself yet, perhaps, but will want to know the answer to in a moment. Which is: Who is the best teacher in all of film or television? OK? We’re gonna do that. It’ll be fun. But I hope that in debating this a little bit with a special guest we’ll bring up in a moment, that we will start to uncover some truths about what makes good teaching. How that’s different from teaching as we see it in movies and tv. Why middle-class America wants teachers to look a certain way in movies and tv. What all that means. And it’ll be awesome. I think. I’m hopeful it’ll be awesome. So what we did here is we’ve invited eight people. Eight folks you people may have known. You’ve been in their sessions today, in this conference, perhaps. And asked them: Who’s your fave? Like, we might have our favorites, but we wanted to democratize it a bit. So asked some cool people who you folks like, who are very smart and thoughtful about teaching: Who’s your favorite teacher?

Bethany Lockhart Johnson (05:58):
A few of whom are in this room. Thank you for your submission.

Dan Meyer (06:00):
Thank so much. Yeah. We’ll see what happens here. <laugh>

Bethany Lockhart Johnson (06:03):
As they shrink down.

Dan Meyer (06:03):
Yeah. Might draw some blood that I don’t mean to right now. We’ll see. OK.

Bethany Lockhart Johnson (06:06):
That metaphor, what IS that??

Dan Meyer (06:07):
Yeah. Yeah. I love it. I’m still going with it. <laugh> And you folks will be a huge part of this. THE part of this, really. So what will happen is I’ll share with you our first nominees. A few of us will make a case for our favorites, or least favorites, as the case may be sometimes. And then by applause, by acclamation, you folks will decide who wins and advances to the next round. Start with eight, move to four. You folks know math.You know where this goes. OK.

Bethany Lockhart Johnson (06:34):
No, keep going. Keep going.

Dan Meyer (06:36):
Two, then one.

Bethany Lockhart Johnson (06:36):
Yeah. Got it.

Dan Meyer (06:37):
Then a half of it. No?

Bethany Lockhart Johnson (06:38):
He had to school me on the making of brackets. But we got it. Yeah.

Dan Meyer (06:41):
How brackets work.

Bethany Lockhart Johnson (06:41):
But we got it. March Madness, what?

Dan Meyer (06:44):
Yeah, in order to do this right, we had to bring up—all the folks that you’ll see are also former Math Teacher Lounge guests, or like, just fan favorites. And we’re also bringing up a former Math Teacher Lounge guest to help us decide this and debate this in a respectful manner.

Bethany Lockhart Johnson (06:59):
New dad.

Dan Meyer (07:00):
New dad.

Bethany Lockhart Johnson (07:01):
You see where my brain’s still at? I miss him. <Laughs>

Dan Meyer (07:03):
Friend from San Diego. Really cool teacher.

Bethany Lockhart Johnson (07:06):
Incredible teacher.

Dan Meyer (07:06):
Works at Desmos and Amplify. And I just want you to welcome up your friend and mine. Chris Nho!

Bethany Lockhart Johnson (07:11):
Chris Nho!

Dan Meyer (07:13):
Come up, Chris. Let’s go, buddy. We didn’t talk about it, but did you want to do the cornball stuff too?

Chris Nho (07:22):
Wow. Would I love to do—

Bethany Lockhart Johnson (07:23):
And then the door could be locked! And then you have to wait and like, just—

Chris Nho (07:27):
Yeah, I’ll skip that part.

Bethany Lockhart Johnson (07:28):
Hi. Welcome. You’re here. We’re here in person.

Chris Nho (07:30):
Very glad to be here. Thank you all for having me.

Dan Meyer (07:33):
Tell me who you are.

Chris Nho (07:34):
My name is Chris Nho. I live in San Diego. I’m a new dad. A three month old, just had. Yeah, she’s actually here at the conference with us in the hotel room. And I promise you she is not by herself. She is with…come on. I was like, “Hey, just gimme one hour. I’ll be right back. I have to do very important work.” But yeah, I think I got invited here because I have opinions and I’m willing to draw…some…blood.

Dan Meyer (08:02):
There we go! Two outta three! We’re good on the metaphor now.

Bethany Lockhart Johnson (08:06):
We’re so glad you’re here. If you haven’t listened to the episode where Chris and Molly and some other public math folks share their ideas and ideas of how to take math out into the world, please listen, because we had a blast.

Dan Meyer (08:19):
Inspiring work. Really inspiring work. Very cool. Cool. OK. Right on. OK.

Bethany Lockhart Johnson (08:23):
Let’s do this!

Dan Meyer (08:24):
Let’s get started here. Yeah! <Audience cheers> Yeah. And we might ask you who your favorite teacher is, who’s missing from our list of eight? We might have forgotten some people. Anyway. All right. So here’s our first two. Our first two are nominated by way of, let’s see, um, Mandy Jansen is a professor at the University of Delaware. Got some awesome talks here this week, a Shadow Con talk last night. She’ll be nominating one. And also, um, Lani Horn is a professor at Vanderbilt, also extremely cool, prolific author and speaker, just all-around great human and friend of teachers everywhere. And she’ll nominate another in this bracket, which is the Northeastern Comedy bracket, Northeastern comedy bracket.

Bethany Lockhart Johnson (09:06):
It just worked out that way.

Dan Meyer (09:07):
Yeah. Here it is. Here is Tina Fey in Mean Girls.

Tina Fey in Mean Girls (09:12):
“OK. Everybody close your eyes. All right. I want you to raise your hand if you have ever had a girl say something bad about you behind your back. Open your eyes. Now close your eyes again. And this time I want you to raise your hand if you have ever said anything about a friend behind her back. Open up. It’s been some girl-on-girl crime here.”

Lani Horn (09:52):
I am nominating Sharon Norbury from Mean Girls as the best movie math teacher. She is an awesome teacher who is always there for her kids. She always sees the best in them. She shows that she can forgive even some pretty bad behavior, if she sees that kids are trying. She’s a strong feminist who makes sure that smart girls don’t dumb themselves down just to impress boys.

Tina Fey in Mean Girls (10:22):
“Katie, I know that having a boyfriend may seem like the most important thing in the world right now, but you don’t have to dumb yourself down to get guys to like you.”

Lani Horn (10:30):
She’s also super hard-working. She works three jobs. She’s always there for the kids. She plays piano in the talent show and takes them to Mathlete competitions. And she’s also socially aware. And when things go really badly among the girls, she does some pretty creative things to try to get them to be kinder to each other.

Dan Meyer (10:54):
OK. That’s one.

Bethany Lockhart Johnson (10:55):
Helen Case.

Dan Meyer (10:57):
All right. Settle down. Settle down. Settle down. All right.

Bethany Lockhart Johnson (10:59):
Piano too!

Dan Meyer (11:00):
Bethany’s already trying to bias people here. All right. Chill out. Hold on. So next one is Mandy Jansen with Jack Black from School of Rock. Uh-oh. Uh-oh.

Jack Black in School of Rock (11:09):
“What was your name?”

Kid in School of Rock (11:10):
“Katie.”

Jack Black in School of Rock (11:11):
“Katie. What was that thing you were playing today? The big thing.”

Kid in School of Rock (11:14):
“Cello.”

Jack Black in School of Rock (11:15):
“OK. This is a bass guitar and it’s the exact same thing, but instead of playing like this, you tip it on the side. Chellooooo! You’ve got a bass! <Laugh> Try it on.”

Mandy Jansen (11:25):
And I’m nominating for best teacher in a film Jack Black as Dewey Finn playing Mr. Ned Schneebly in the film School of Rock. So why this portrayal? First of all, playing a longterm sub. Those are so hard to find right now. <Audience laughs> Really hard. And then he teaches using class projects. That’s brilliant. Integrated learning. And then love this. He gives students roles and tasks that are differentiated and align to the specific strengths that each student has.

Kid 2 in School of Rock (12:05):
“I can also play clarinet, you know!”

Jack Black in School of Rock (12:06):
“I’ll find something for you when we get back from lunch. I’ll assign the rest of you killer positions.”

Mandy Jansen (12:13):
And the film culminates in a performance of a collaborative song that they all wrote and performed together. And the students experience that collaboration and teamwork and creating something beautiful is much more important than winning first place. And finally, one of the songs that the character sings in the film is “Math is a Wonderful Thing.” Can’t beat that.

Dan Meyer (12:40):
All right. That’s tough. That’s tough. So here’s the deal. What we have right now is just a quick minute—so Bethany, you ranked, we all ranked our own faves here outta the list of eight. And Bethany put Jack Black in School of Rock a bit higher than Tina Fey in Mean Girls.

Bethany Lockhart Johnson (12:54):
Missed the piano part though.

Dan Meyer (12:55):
And Chris, vice versa here. So Bethany, would you start us off and just make a quick case here for Jack Black versus Tina Fey?

Bethany Lockhart Johnson (13:01):
OK. So here’s what I’m thinking. There’s been rumor that maybe they’re putting less than credentialed people into classrooms to fill teaching gaps. I mean, just rumor. And so here’s this guy who is a rocker. He is not a substitute. He has no teaching training. And yet he goes in there and it turns out that he has the ability to see students’ potential and to recognize their unique abilities. And like Mandy said, he really tapped into, like, he saw them and said, “No, more is possible for you than what you think is possible.” And there’s like real sub anxiety. When you walk in, you can either be like, happy there’s a sub, but I was usually really nervous. Right? And he goes in and he makes that classroom into a home.

Dan Meyer (13:53):
Wow.

Chris Nho (13:54):
Wow.

Dan Meyer (13:56):
Chris, speak on it. Tina Fey needs you. Chris.

Chris Nho (13:59):
Tina Fey. Here we go. I’m gonna argue here that—when was that movie made?

Dan Meyer (14:03):
T is for terrific. I is for Interesting.

Chris Nho (14:06):
Decades ago. And I’m gonna argue that Tina Fey was very progressive for her time. OK, let’s talk about social emotional learning. Hello. <Audience laughs> Love that. Right? Stand up if, I mean, she’s getting people to talk about their emotions. And there’s a curriculum. But let’s just pause, because that’s not what’s really happening in the classroom right now. So social emotional learning, I think she’s, she’s got that a lot. And then number two, you know, if you remember the plot of Mean Girls a little bit, she gets her name written in that Burn Book. Like she sees what they say about her. Restorative justice. Let’s go. <Audience laughs>.

Dan Meyer (14:38):
Whom amongst us. Yes.

Chris Nho (14:40):
You write Mr. Nho in the Burn Book?? Well, your grade book is gonna look like a Burn Book! OK? <Audience laughs> Tina Fey, Tina Fey, she was like, “No, you know, know what? I’m actually gonna spend more time with you. You’re gonna become a mathlete.” And Lindsay Lohan discovers—she drops the most iconic line in all of math education. “The limit does not exist.” Thank you, Tina Fey, for that. For that gift.

Dan Meyer (15:04):
Bless. Bless you. Tina Fey. Wow.

Bethany Lockhart Johnson (15:05):
Oh, man. Wow.

Dan Meyer (15:09):
Let’s see what the people say here. I do wanna just add one quick thing about—it’s interesting to me how often in these movies—just kind of go in a little bit, zoom out just a minute—how often it’s a teacher who has no training as a teacher. <Bethany laughs> I am kind of curious why it is. Like, those are the movies that get hot, that get made. Again, these are all kind of a mirror of the taste of the moviegoing public. You know what I’m saying? Like, these, these are not movies—I wanna believe they are made for me and for us as teachers. But they are not. There’s not enough of us to justify, you know, Jack Black’s, you know, M&M budget or whatever he’s got going on in his trailer or whatever. That needs to be for everybody in middle-class America. So what is it about middle-class America that wants to see teaching as something that anybody can do? Just like, you know, just, just run up there in your van and make it happen.

Bethany Lockhart Johnson (15:54):
Magic magically manifests.

Dan Meyer (15:56):
Yeah. Manifest. Yeah. That’s just interesting to me. I just toss that out there as some red meat. Let’s see what the people say here. All right, OK, so you’re ready. Let’s get the bracket going here. The question is Tina Fey versus Jack Black. You had a moment here. Just whisper to someone real fast who you’re going for here real quick. What are you thinking here? <Crowd murmuring> All right. Crowd’s buzzing. Crowd’s buzzing. Would you folks…? All right. Bring it back. Go ahead and make some noise for Tina Fey. <Crowd cheers> OK. OK. Make some noise for Jack Black! <Crowd cheers> Judges say Tina Fey. Tina Fey moves on. All right. All right.

Chris Nho (16:44):
Stunned. I’m stunned. I’m speechless.

Bethany Lockhart Johnson (16:46):
Tina Fey moves on. Wow.

Dan Meyer (16:48):
This has exceeded my expectations in terms of having some fun, but also getting deep, getting deep and real about teaching. I’m into this right here. Yeah. What’s up?

Bethany Lockhart Johnson (16:54):
That’s the goal. That’s the goal. OK. You wanted blood? Oooh, this next matchup might just be where that blood comes forth! OK. Stretch. Warm up. Dan Meyer, who’s up next?

Dan Meyer (17:11):
We’ve got the animated/animatronic round here in the Southeast. And repping the two contestants here, who do we have? We have Allison Hintz, professor, author outta Washington, as one of the two nominators. And the other nominator is one of my heroes, though we’ll find out very wrong about this nomination, Jenna Laib, who’s in the crowd, and I’m trying not to make eye contact here. <Laugh> And here are the two nominations. A couple minutes each. And then we’ll chat about it. And one of us will probably die. But we’ll see how it goes.

Allison Hintz (17:50):
A long, long time ago, in a galaxy far, far away, MTL, we began learning from the Jedi Master of Teaching. With the Socratic and experiential approach. With unparalleled mindfulness, compassion, and humility. The best teacher in TV and film, Yoda is. <Audience laughs> Yoda lives the values we share as teachers and learners. He humbly comes alongside us as we construct new knowledge.

Yoda (18:29):
“You must unlearn what you have learned.”

Allison Hintz (18:32):
Yoda allows us to struggle and sees mistakes as critical to learning.

Yoda (18:39):
“The greatest teacher, failure is.”

Allison Hintz (18:43):
Yoda values curiosity and reminds us of the beauty and joy of teachers learning from children.

Yoda (18:52):
“Truly wonderful, the mind of a child is.”

Allison Hintz (18:59):
MTL! Join the Resistance! Let the force flow through you in declaring, the best teacher in TV and film, Yoda is.

Dan Meyer (19:18):
Give it up for Allison Hintz! All right! <Audience applauds>

Bethany Lockhart Johnson (19:20):
Alison! And to have that on hand too, which Is kind of perfect.

Bethany Lockhart Johnson (19:26):
Just to be clear, the helmet is not a part of a Zoom background.

Dan Meyer (19:29):
You may evaluate the quality of the nomination based on the costumes of the nominator. That is acceptable. That’s acceptable.

Bethany Lockhart Johnson (19:35):
That is a REAL HELMET.

Dan Meyer (19:35):
All right. The next nominator here, this one is from Jenna Laib, math coach, all-around stellar human. Here we go. This is Ms. Frizzle.

Ms. Frizzle (19:42):
“Single file, class. Our rotten field trip has only just begun.”

Jenna Laib (19:47):
And I think that the best teacher from TV or movies is Ms .Valerie Frizzle from The Magic School Bus. First and foremost, Ms. Frizzle believes in her students. She encourages them to take an active role in their learning, and also to advocate for change in their local community. For example, there’s an episode where there is a logger who’s gonna cut down a rotting log that would benefit the local ecosystem. And the students figure out a way to convince him to leave the log so that all of the animals and the plant life can benefit. She orchestrates really challenging situations for these students, and she allows them the space to ask questions and engage in problem-solving and puzzle their way out of these really, really difficult scenarios. Ms. Frizzle has unmatched pedagogy. She’s bold, she’s innovative, and she’s a major proponent of experiential learning. So these students are heading straight into a storm to learn about weather systems. <Audience laughs> These students are heading into the human body to learn about digestion and disease. They literally get baked into a cake to learn about some chemistry and reactions.

Children in The Magic School Bus (20:54):
“What’s happening?” <Audience laughs> “Why is it suddenly getting so hot?” “Maybe it’s because the floor is on fire!” <Audience laughs>

Jenna Laib (21:02):
This pedagogy is all led by her outstanding catchphrase, which is:

Ms. Frizzle (21:06):
“Take chances; make mistakes; get messy!”

Jenna Laib (21:14):
From her pedagogy to the classroom community that she creates, Ms. Frizzle is an inspiration, and that is why I think that she is the best teacher from TV or film. <Audience applauds>

Dan Meyer (21:25):
Right on! Give it up for Jenna. Give it up for Jenna. All right. I’m gonna take first pass at this. Chris knows my argument already, so I’m gonna take this here. I see some of you are feeling how I’m feeling on this one. OK, so I don’t have tons to say in favor of Yoda. I think it was all true what Allison said. I think the costume was banging. It was awesome. So there’s all that, but I have more to say against Ms. Frizzle than for Yoda.

Bethany Lockhart Johnson (21:48):
No, no, no. Wait a second!

Bethany Lockhart Johnson (21:49):
Let’s let it happen. Bethany, I’ve come prepared.

Dan Meyer (21:54):
I may have made a misstep here, I realize.

Bethany Lockhart Johnson (21:56):
I’ve come prepared.

Dan Meyer (21:56):
So I think Jenna is all correct. I think those clips spoke for themselves. I think that what they add up to, to me, is not “great teacher,” but more “someone who should be locked up.” <Audience laughs> Or at the very minimum, “someone who should be kept away from children.” <Audience laughs> Do not let that woman around children. I mean, check it out. Look, I don’t wanna throw down credentials. I’ve been to grad school, though. I know how this works. When your brain is stressed, you get these—all the cortisol happens. Your working memory shrinks up. You cannot learn when you’re stressed. And those kids, like whatever lesson Ms. Frizzle is teaching by sending them into an oven, I repeat, an oven <audience laughs>, like, they’re not gonna learn anything ’cause their brains are freaking out with stress and fear. OK?

Bethany Lockhart Johnson (22:41):
“What’s happening??”

Dan Meyer (22:43):
“What’s happening? Am I on fire? Well…I’m learning lots, though! Sure is magical!” <Audience laughs> It’s like, “No. Get that woman out of a classroom.” That’s my opening and closing argument. Right? There’s all it is.

Chris Nho (23:01):
All right. All right. All right.

Bethany Lockhart Johnson (23:02):
Chris knows.

Chris Nho (23:03):
I’ve got, I’ve got lots to say. First off, I think Dan was in charge of the editing of those video clips. So let’s let that be—you know, let the record stand. <Audience laughs>

Dan Meyer (23:11):
Where’s the lie though? Where’s the lie?

Chris Nho (23:14):
And, you know, second, I think, um—this is the guy up here saying, “I wanna see blood.” You know? And then he has a teacher who literally takes the students into a blood cell and, and you get a little scared! You get a little worried for the students, you know? So I just don’t get it, Dan. This or that. OK? I think Ms. Frizzle—so I actually went to a project-based learning school. I taught at a project-based learning school. And the best thing about it is like, your learning, it doesn’t just stay in this box of math lesson or writing lesson, history lesson. And I think with Ms. Frizzle, like you can’t help but learn things because you are getting baked in a cake. <Audience laughs> Yeah, it is a little scary. And I imagine there’s cortisol and things happening, but guess what? Probably the next episode, they go into their own brains and explore what’s happening. That kind of thing. You know?

Dan Meyer (24:07):
The kids that survived, just be clear. <Audience laughs>

Chris Nho (24:10):
Yeah. OK. Would I want Nora, my three-month-old, to be babysat by Ms. Frizzle? Maybe not. <Audience laughs> But what I have to say about Yoda is Yoda maybe wins the best tutor award. Give it up for Yoda’s Best Tutor Award.

Bethany Lockhart Johnson (24:24):
Oh, yeah…

Chris Nho (24:25):
That ratio’s looking really nice. I could teach the heck outta Luke Skywalker. OK? But 20 little Luke Skywalkers running around. I’m not sure. OK?

Dan Meyer (24:34):
Luke did survive the training, though. <Audience laughs> So that’s awfully nice to say about it. All right, Great words from Chris here. I’m still not convinced. We’ll see how you’re convinced here. Would you whisper to someone where you’re leaning here? Frizzle or Yoda? <Audience buzzing>

Chris Nho (24:47):
I tried. I tried.

Dan Meyer (24:53):
All right. That’s enough of that. Let’s hear it folks. Give it up for Yoda. <Audience cheers> Give it up. Give it up. You. Give. It. Up.

Chris Nho (25:05):
Hey, next. Next.

Dan Meyer (25:06):
All right. All right, all right. <Mutters> Give it up for Ms. Frizzle. <Audience cheers louder> I dunno, it’s pretty close. Call a tie. Maybe Yoda? Yoda by nose? <Audience laughs> All right. All right. Let’s…let me see who’s it. Let’s get the people advancing here. I’ll keep on moving here.

Chris Nho (25:26):
As you’re doing that. Um, Dan ranked Ms. Frizzle last in his personal ranking. And I ranked Ms. Frizzle very high, so we knew this one would be spicy,

Bethany Lockhart Johnson (25:36):
<laugh> Spicy it was. Are you having a good time so far? <Audience cheers> So while we love seeing these images and we love seeing these video clips, at the core, what are these things about how teachers are portrayed? And how accurate is that to our real lives? I mean, besides the cake part, right? That my chemistry class did often feel like I was on fire. I was so stressed in it. Um, we’re ready?

Dan Meyer (26:05):
Yep. Great. We’re ready, we’re up here. So the next two nominees are coming to you folks from Tracy Zager, who is the editor of my book, forthcoming in 2027 at the earliest and 2032 at the latest. And also your very own Zak Champagne from Florida, here in the room. Hey, Zak. Zak, let’s see who the nominations are. I’m gonna skip past that, didn’t work out so well for me. Here it is. This is Marshall Kane from the TV show Community.

Michael K. Williams in Community (26:32):
“You two complete your case to the class and let them decide your grades.”

Joel McHale in Community (26:37):
“Professor, thank you.”

Michael K. Williams in Community (26:40):
“It’s not a favor, Mr. Winger. Man’s gotta have a code.”

Joel McHale in Community (26:44):
“Awesome.”

Zak Champagne (26:46):
This is a pitch for an underdog. This teacher didn’t stand on desks or encourage his students to follow their musical passions. In fact, this teacher was seen only in a few episodes of my favorite TV show of all time, Community, Community has set at Greendale Community College in Colorado. And in season three, we get to meet Dr. Marshall Kane, a biology professor whose story is an inspiration to anyone who just takes the time to look and listen. Dr. Marshall Kane slowly earned his PhD while in prison, serving a sentence of 25 to life. In his classroom, he inspires students to love biology, question why LEGO has become so complicated, and randomly pairs his students for group projects to ensure no one feels left out. His greatest performance comes when a group of students believe their yam project was intentionally sabotaged. Dr. Kane took this as an opportunity for some trans-disciplinary real-world learning. So yes, at community college, he felt that a middle-school mock trial was the best way to determine who killed the yam. So let’s all pick the underdog and vote for Dr. Marshall Kane. After all, man’s gotta have a code. <Audience goes “oh!” and applauds>

Dan Meyer (27:53):
Thank you, Zak.

Bethany Lockhart Johnson (27:54):
I have a code.

Dan Meyer (27:56):
Next up is Tracy Zager, nominating an unusual nomination, not a single person, but an ensemble performance. A bunch of people from a movie called Searching for Bobby Fisher. Here we go.

Rapid-fire movie dialogue (28:11):
“What’s that?” “Schleimann attack.” “Schleimann attack? Where’d you learn that from, a book?” “No, my teacher taught me.” “Aw, your teacher. Well, forget it. Play like you used to, from the gut. Get your pawns rolling on the queen’s side.”

Tracy Zager (28:26):
Hey, Math Teacher Lounge. This is Tracy Zager. I’m excited to share my nominee for the best movie teacher. But I have to admit that when I first got the email, I thought, oh, who am I gonna nominate? Because most movies about teachers are highly problematic. They usually have like a saviorism thing, usually white saviors. And I just felt like I couldn’t suggest any of those. So rather than nominate a movie about a single teacher, I wanted to nominate a movie that taught me something about teaching. And that movie is a deep cut. It’s Searching for Bobby Fischer. It’s a movie about a chess prodigy. And what I love about it is that all of the different adults in the movie are in teacher roles in some way. And the student, Josh, the chess player, is a fully realized character, not an empty pail, who pulls from the strengths of each one of those adults while also dealing with their flaws and humanity. And there’s just beautiful synergy in the way he gets the best out of everybody, but also has to overcome some of the barriers that they put in front of him. So I feel like it’s a much more authentic and humbling, but also inspiring, movie about the power of teaching. So if you haven’t ever seen it, check it out. And I can’t wait to see who the other nominees are. Thanks so much.

Dan Meyer (29:53):
Right on. Thank you, Tracy. Wherever you are. <Applause> We’ll move a little quicker here. I’m curious, Bethany, you put Marshall Kane pretty high. I put Bobby Fischer pretty high. What do you have to say about Marshall Kane for us here?

Bethany Lockhart Johnson (30:04):
Well, I just wanna say two things. One is that, like Zak said, he has this code of conduct that he brings in. And he stays true to it no matter what happens. If you saw him in in Community, you know that he held himself up to such high esteem, but not just himself, his students as well. And he took accountability when he felt he had done wrong, even though, well, that’s controversy. But first—oh, the other thing, rest in peace, Michael K. Williams. Oh my gosh. The actor who plays Marshall K. And the thing that I wanna say most of all about it is that he brings his whole self to the classroom. He was in prison for decades. He brings his whole self and says, “This is who I was. This is who I am today. And this is how we can work together as a community.”

Dan Meyer (30:58):
That’s big. I love your comments about code of conduct too. It makes me wish that Ms. Frizzle had a code of conduct also.

Bethany Lockhart Johnson (31:05):
I knew that was coming back!

Chris Nho (31:06):
Two slides ago, Dan. That was two slides ago.

Dan Meyer (31:08):
Can’t let it go. So yeah, I love what you said there. I have no strong beef here either way. Bobby Fischer’s a movie I have loved dearly and can’t be objective about it. I love that the kid in that movie, more than any other movie here, the kid teaches the adults so much through his innocence and how he challenges them and how they’re treating him. Dig all that so much. Will not, will not begrudge anyone any vote either way here. I do begrudge many of you your vote in previous rounds. <Audience laughs> So let’s just, let’s hear. We’re not gonna ask you folks at all to chitchat. We’re gonna move on this one. So would you folks make some noise here for Marshall Kane in Community? OK. OK. And would you make some noise here for Bobby Fischer, the kid in Bobby Fischer, the ensemble? <Audience cheers, applauds>

Bethany Lockhart Johnson (31:56):
Marshall Kane.

Dan Meyer (31:57):
Marshall Kane takes it. All right. Good job, Marshall Kane! All right. Zak’s feeling good. Moving on to the final four here, Zak, right on. OK. Our last—the Northwest Division here is also the large urban district division here. We have a couple different teachers in sets of large urban schools. They’re nominated, they’re advanced by a couple people here. One is past president of NCTM, Robert Berry. And another is Fawn Nguyen, Southern California phenom. Great teacher and friend of lots of us. Um, let’s see who they nominated here. First from Robert Berry, let’s see, who is it here? Janine Teagues from Abbott Elementary.

Abbott Elementary dialogue (32:37):
“Hey, you know what? I’m probably probably gonna be Kenny’s second-grade teacher. Why don’t you just let him get a head start with me today?” “That’d be great.” “Yeah? OK. Hey, Kenny, would you like to be in my group today?” “Not really.” “That’s the spirit.”

Robert Berry (32:54):
My nomination is gonna be Quinta Brunson, the Emmy Award-winning Quinta Brunson from Abbott Elementary. Janine Teagues is the character. She exemplifies care not only from an affect way, but she also exemplifies care in the things that she does for her students. While the scenes in the show are entertaining, they do represent the challenges that teachers experience when they’re trying to meet the needs of her students. So she goes, goes all out for her students and finding resources. She accesses other people to get resources for her students. But the care shows up in the way that she is mindful of their needs. And so, for me, when I think about teachers and teaching, sometimes we can talk about pedagogy, but sometimes we also can talk about those kind of intangibles that makes a teacher a great teacher. It is apparent from her students that she cares about them, she supports them, and she goes all out 100% for her students. Janine Teagues, Quinta Brunson is, I think, is my choice of the best teacher on television because of the realism and the representation that she brings to this character of what teaching is about. <Applause>

Dan Meyer (34:28):
Right on. Right on. OK. OK. Next up, we’ve got, Fawn Nguyen is nominating Erin Gruwell from Freedom Writers. Here we go.

Hilary Swank in Freedom Writers movie (34:39):
“Look, you can either sit in your seats reading those workbooks or you can play a game. Either way, you’re in here till the bell rings. OK? This is called the Line Game. I’m gonna ask you a question. If that question applies to you, you step onto the line and then step back away for the next question. Easy, right? The first question. How many of you have the new Snoop Dog album? <kids move around> OK, back away. Next question. How many of you have seen Boys in the Hood?”

Fawn Nguyen (35:26):
We all learn about Miss G and her 150 students in the movie Freedom Writers starring Hilary Swank. All great teachers share a common set of traits. They care deeply about their students, have high expectations of them, and always believing wholeheartedly that they will succeed. Great teachers go above and beyond, not because they extraordinary—as Anne Gruwell would always refer to herself as an ordinary teacher—but because extraordinary things happen to people when we believe in them, give them hope, help them write their own story with a different ending. So what stood out for me with Miss G is the scope of her reach, the ever-expanding sphere of her humanity. The red tape she had placed on the classroom floor for the line game shows just how much we all have in common despite our differences. Her students didn’t just learn from her; they learned from one another. If you’d like to be part of this expanding sphere to give voice and hope, please check out Freedom Writers Foundation dot org.

Dan Meyer (36:38):
OK. This right here is a tough one for us. Thank you, Fawn. We collectively ranked—that’s our number one seed and number eight seed, which I hasten to say does not have to do with Erin Gruwell, a person, but the portrayal and the movie. So we don’t have like a whole lot of…there’s not a lot of defense we have to offer here of our eighth seed. And I heard like a kind of a little bit of a murmur over the crowd on Erin Gruwell. So I’m more interested than having a defense back and forth. I’d be curious what you, Bethany, think about what, like, what both movies have to say about like, what teaching is, especially teaching urban schools with black and brown kids and lower-class kids, for instance. They both have, I think, very different things to say about them. Do you have thoughts about that?

Bethany Lockhart Johnson (37:19):
Well, it’s interesting because there is some overlap in the sense that the arguments that both Fawn and Robert Berry put out, they both care deeply about their students, right? We’re not gonna argue that. They care deeply. And something that I would say about Miss Teagues is there’s something about the way that she sees not only her classroom, her students, but she sees all of the students in the school as her students. And her idea of resource generation is really helping the teachers to generate resources from their community themselves, and to also realize that the students see themselves reflected in the teachers. And I think that—you know, again, this is not about the real person—but the movie portrayal, and we often see kind of this, for Freedom Writers, we often see this like, Great Last Hope whisked in and her personal sacrifices are what makes these students, these brown and black students’ transformation possible. Because of her sacrifices. Including her marriage. Including, you know, three jobs. And it’s just portrayed in a way that I think really celebrates her sacrifices rather than what the students have already brought—they already come into the room bringing so much as they are, already, without her intervention.

Dan Meyer (38:38):
I love the portrayal of the teacher as part of a community of teachers. Versus in so many of these movies, it’s the teacher as the only person who gets it, you know, oftentimes coming from outside of the world of teaching and everyone’s against them and wants ’em just to fall in line and do the thing we always do, and they’re the outlier. But in Abbott Elementary, it’s like we all rise and we fall together. And teachers are investing in each other’s success, especially with Gregory the longterm sub. We’re all rooting for his, you know, his flourishing. I love that. And yeah. That’s bigtime.

Chris Nho (39:09):
Yeah, I think one interesting thing is that Freedom Writers, when it came out, I think it was like a commercial success.

Bethany Lockhart Johnson (39:17):
Oh, big time. Yeah. It was.

Chris Nho (39:18):
It probably influenced a lot of people to try teaching out. So I do wonder what it says about us, right? Like that we want teaching to fit this narrative, and we wanna be those people who could go into a classroom and <puts on “cool voice”> “Y’all listen to Snoop Dog?” and just have that question HIT. <laughter> And you know, I’ve taught in a large urban school district, and I’ve been that person and I’ve seen other people try and be that person. And I think stepping away from it a little bit, just—it’s a reflection of what people want out of teaching and what they think better education looks like.

Dan Meyer (39:57):
Yeah, yeah. This idea that, so I’m a middle-class person, let’s say, and like, there’s this idea, like, “I know what I would do if I was going into circumstances of impoverishment.” Like I have—

Bethany Lockhart Johnson (40:06):
“All they really need is…”

Dan Meyer (40:07):
…for me to give ’em some real talk and tell ’em, you know, pull their pants up or whatever, listen to Snoop Dog, that kind of thing. And that will be the key. And that’s not how it is in, you know, in Jack Black in School of Rock or Tina Fey school, which are, you know, coded as largely like upper-class or largely white schools. And in those movies, it’s interesting, like how it’s about students discovering themselves, oftentimes. And the central figures are often students. And the students need to reject an oppressive parent figure or something and find themselves. But no, in Freedom Writers, it’s like, “You need to become more like the middle-class teachers who are coming in here to give you this wisdom.” It’s just interesting. I do find it—a pet peeve of mine is when movies portray teachers as only successful if you endure, for instance, the failure of your marriage, or even in Stand and Deliver, for instance, like Jaime Escalante, they depict him having a heart attack. And, like, the job oughta be…easier. <Audience laughs>

Chris Nho (41:04):
Truth.

Bethany Lockhart Johnson (41:05):
That’s the barometer for how much….

Dan Meyer (41:09):
Like, no heart attacks and no divorces related to the job, that kind of thing. I do love how in Abbott—one last thing and we’ll vote and Abbott will win <audience laughs>—is like how, like there, there is a lot of degradation in Abbott, but it’s not a divorce or a heart attack—it’s the petty indignities of asking a student, “Do you wanna hang with me?” And a student says, “Nah, not really.” And that just spoke to me like how it’s not cinematic, but teaching, successful teaching, is like a collection of developing an immunity to students saying, “You’re not hot.” <Laugh> You know? And so I love that. I do wish that there was more depiction of students in Abbott Elementary. It’s a lot of adult stuff. Whatever. Give it up for Abbott, if you would, please. Let’s just get this done here. All right. That’s plenty. That’s plenty. Not gonna ask folks about Freedom Writers. OK, let’s move on to— all right, let’s hear it for Freedom Writers! Yeah. OK, cool. We go, yep.

Chris Nho (42:05):
Plot twist!

Bethany Lockhart Johnson (42:07):
OK, let’s see our final four. Cut and paste. Real time. Real time.

Audience member (42:12):
Where’s Dolores Umbridge?

Dan Meyer (42:14):
Oh….

Bethany Lockhart Johnson (42:16):
Hey, did you hear that? He said, “Where’s Dolores Umbridge?”

Dan Meyer (42:20):
All right. OK.

Bethany Lockhart Johnson (42:20):
See, we missed so many. We could…

Dan Meyer (42:21):
So coming up here, we’ve got in the Eastern Conference, Tina Fey and Ms. Frizzle. Y’all know how I feel about that one. Let’s just get this one done. OK, let’s give it up for Tina Fey. Let’s hear it. <Audience cheers> OK. All right. Yes! Let’s give it up for menace to children everywhere, the terror, the Ms. Frizzle. <Audience cheers> One more time for Tina Fey. Let’s hear it. <Audience cheers> One more time for Ms. Frizzle. Let’s hear it. <Audience cheers>

Bethany Lockhart Johnson (42:59):
Yeah. OK.

Dan Meyer (43:00):
It took ’em one round, but they made the right call in the end. <Laugh>

Chris Nho (43:04):
All it took was 10 minutes of constant Ms. Frizzle-bashing. <Laugh>

Dan Meyer (43:09):
Persevering and problem-solving, that’s my game. Yes. All right. So, do either of you want to influence the audience one way or the other?

Bethany Lockhart Johnson (43:16):
That’s not how I play, Dan.

Dan Meyer (43:18):
Oh, OK. Yeah, that’s true. That’s true. You’re good. On Abbott versus Marshall Kane, should we just let ’em have it? All right. All right. Give it up For Abbott Elementary. Not bad. And for Marshall Kane. OK. OK. I hear Zak and five other people. All right, cool. <laugh> Right on. All right. We got our, we got our finals,

Bethany Lockhart Johnson (43:45):
We did it. We made it to two. And we know: We left out a lot of people. Right? And honestly, I kind of wish we could poll like everyone. I mean, think you put it on Twitter, right? Like, who would you pick? But I would say we had a pretty solid eight there. I’m excited to see who… Look at the little crown he put, you guys. Come on.

Dan Meyer (44:05):
I worked hard for you. For you. <Laugh> Yeah. I liked that it was a good bunch that had a lot of different kinds of qualities…and lack of qualities in some cases. And it allowed us that—I shouldn’t knock her while she’s down, and she IS down, it’s true. <Laugh> And I appreciate the conversation we’ve had, what they have revealed overall about teaching and what the world wants teaching to be versus what it actually is or actually should be. I appreciate that. So let’s settle this here. Give it up, if you would, for Abbott Elementary. <Audience cheers> And give it up for Tina Fey in Mean Girls. <Audience cheers>

Bethany Lockhart Johnson (44:49):
Wow.

Dan Meyer (44:51):
That was close. I almost give that to Tina Fey.

Audience member (44:55):
Yeah, we do!

Dan Meyer (44:55):
I don’t know. That was a bracket-buster for me right there. Yeah. I lost money in the office pool off that right there. Maybe let’s just find out one more time here. One more time.

Bethany Lockhart Johnson (45:03):
Last time.

Dan Meyer (45:03):
Time to summon up all your conviction on one or the other here. No half-measures right now. All right.

Bethany Lockhart Johnson (45:07):
Emmy Award-winning Quinta Brunson.

Dan Meyer (45:09):
Yeah, you saw Robert Berry on that, right? He was like, “Oh, I got one more card to play. Emmy Award-winning.” That’s admissible. That’s admissible. We’ll take that. All right. So…give it up for Abbott Elementary, one last time. <Audience cheers> OK. All right. All right. And give it up for Tina Fey in Mean Girls. <Audience cheers>

Bethany Lockhart Johnson (45:30):
Drumroll, please!

Chris Nho (45:33):
Best teacher is….

Dan Meyer (45:34):
Tina Fey in Mean Girls! Yeah. Not a bad pick.

Bethany Lockhart Johnson (45:39):
I love it. And I think, too, I think we’re gonna have a little bit of a more reflective lens than we thought we did when we see depictions of teachers in film and television. And, you know, hopefully we’ll see some new tropes come in, right?

Dan Meyer (45:55):
Yep. Yeah. Every dollar we spend on movies with lousy teachers is just encouraging these people to make more lousy teacher movies, you know? Awesome. Thank you for being here for a live taping—

Bethany Lockhart Johnson (46:06):
Thank you for being here.

Dan Meyer (46:06):
—of our podcast, Math Teacher Lounge, in a hot room. Appreciate that. Yeah, it’s been fun for us to have you here. Um, super-important, super-important final remark: Bethany loves Oprah and Oprah occasionally, in the show—

Bethany Lockhart Johnson (46:18):
Is she coming?! Is she here?!

Dan Meyer (46:19):
Not here! Not here! Calm down. Calm down. Um, but we do have in Oprah fashion, not something—

Bethany Lockhart Johnson (46:24):
Oh. Oh, OK. Oh, that’s, that’s OK. Sorry. I got, had really excited for a second. As if the Amplify playing cards, The Amplify t-shirts being chucked at you at high speed—I did try to get a t-shirt cannon, and that was quickly ruled out <laugh>. They didn’t know about my rocket arm, right?

Dan Meyer (46:46):
Yeah, you got a cannon. <Laugh>

Bethany Lockhart Johnson (46:47):
Yeah. Oh, that’s a compliment. Oh, is that a compliment? Thank you, Dan. Thank you. Look under your seat because we have five winners. We wanna thank you for being here in person. We wanna thank the folks who are listening. We wanna thank Amplify. Oh my God. Somebody just pulled off the chair tag. You get to take that chair home with you.

Dan Meyer (47:08):
Does anybody have a prize?

Bethany Lockhart Johnson (47:10):
OK, stand up if you…stand up if you…Yes! Stand up if you have one!

Dan Meyer (47:16):
Free set of classroom dry-erase boards, right here. Congratulations.

Bethany Lockhart Johnson (47:22):
And for you who pulled off the chair tag, I don’t know. We gotta we gotta find something for you.

Dan Meyer (47:27):
Put that in your backpack.

Bethany Lockhart Johnson (47:30):
Thank you again for being here. Thank you. Amplify. Thank you, Desmos. Thank you. Dan Meyer.

Dan Meyer (47:36):
Thank you folks. Chris, thank you buddy.

Bethany Lockhart Johnson (47:38):
Chris! Chris Nho, everybody!

Dan Meyer (47:40):
We will be, we will be at—Bethany and I will be at the booth, if you wanna chit-chat and hang out, sign some stuff. Whatever. You wanna have Bethany sign you, she’ll do that. Um, come on down to the Amplify booth and we’ll—

Bethany Lockhart Johnson (47:50):
We’ll talk to you more about Ms. Frizzle.

Dan Meyer (47:52):
Fun and prizes. I will share with my real thoughts about Ms. Frizzle down there. I’d love to see you. Thanks for being here, folks.

Bethany Lockhart Johnson (47:57):
Thanks for listening. Bye.

Stay connected!

Join our community and get new episodes every other Tuesday!

We’ll also share new and exciting free resources for your classroom every month.

What Dan Meyer says about math teaching

“Teaching, more than other professions, is a generational profession. The kinds of joyful experiences we offer—or don’t offer—now affect the experiences students that haven’t even been born yet will have years later.”

– Dan Meyer

Meet the guests

Dan Meyer

Dan Meyer taught high school math to students who didn’t like high school math. He has advocated for better math instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. He earned his doctorate from Stanford University in math education and is currently the Dean of Research at Desmos, where he explores the future of math, technology, and learning. Dan has worked with teachers internationally and in all 50 United States and was named one of Tech & Learning’s 30 Leaders of the Future.

Bethany Lockhart Johnson

Bethany Lockhart Johnson is an elementary school educator and author. Prior to serving as a multiple-subject teacher, she taught theater and dance and now loves incorporating movement and creative play into her classroom. Bethany is committed to helping students find joy in discovering their identities as mathematicians. In addition to her role as a full-time classroom teacher, Bethany is a Student Achievement Partners California Core Advocate and is active in national and local mathematics organizations. Bethany is a member of the Illustrative Mathematics Elementary Curriculum Steering Committee and serves as a consultant, creating materials to support families during distance learning.

A woman with curly hair and glasses smiles outdoors; a man with short dark hair smiles indoors in front of a blurred math teacher lounge, highlighting valuable math teacher resources.
A graphic with the text "Math Teacher Lounge with Bethany Lockhart Johnson and Dan Meyer" on colored overlapping circles.

About Math Teacher Lounge: The podcast

Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.

Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!

Welcome, San Jose USD, to Amplify Desmos Math California

Amplify Desmos Math California core math program is designed to meet the California Mathematics Framework and the California Common Core State Standards for Mathematics. Scroll down and click to view the K–5 student materials.

K–5 student materials

Please note that the Grade 5 Student Edition Volume 2 has been divided by unit in order to be posted on this site due to file size upload restrictions.

An open book with a butterfly, jellyfish, globe, ocean scene, and colorful fish emerging, symbolizing exploration and learning about nature and the world.

Amplify CKLA 3rd Edition Knowledge Experience Kit

Knowledge Experience Kit educator,

We are thrilled to introduce you to your Amplify Core Knowledge Language Arts (CKLA) 3rd Edition Knowledge Experience Kit. Amplify CKLA 3rd Edition builds on the proven instructional approach of previous editions of Amplify CKLA to provide you with better-than-ever teaching and learning support. We truly appreciate the work you’re doing and are here to support you along the way.

Below, you’ll find resources to help you get started, including a materials checklist, detailed unit and domain information, support videos, and more! These tools will support your core literacy instruction with Amplify CKLA. We hope you find this site helpful in getting started.

Thank you for all you do,

—The Amplify CKLA team

Get started

To get started with your Amplify CKLA 3rd Edition Knowledge Experience Kit, you’ll first want to review the following:

You may also find the resources below helpful as you begin your Knowledge Experience Kit:

Amplify CKLA’s all-in-one digital platform offers essential tools that streamline instruction for teachers and engage students with meaningful content. Teachers can plan and deliver lessons efficiently, while students can access assignments, assessments, and fun practice games.

Presentation Screens
Deliver interactive lessons with ready-made, customizable slides for every lesson.

Auto-scored digital assessments
Assess vocabulary, comprehension, and knowledge development at the end of each K–2 Knowledge and 3–5 Integrated Unit.

Standards-based reports
Identify strengths and growth areas for individuals, small groups, or your entire class. Interactive dashboards offer detailed results from assessments and activities.

Skill-building practice games
Engage students with interactive games that reinforce concepts and make learning fun. Powered by Boost Reading™, these games align with lessons and provide real-time feedback.

eReader
Students access texts, take notes, and use audio-enabled eReaders to enhance their reading experience.

Sound Library
Students watch articulation videos and listen to songs for each sound to support phonological awareness.

Two computer screens display educational software. One screen shows an assessment report, and the other displays a student exercise about word usage, both featuring multiple-choice options.
Three educational book covers are displayed: one about geography with a world map, one about poetry with butterflies, and one about oceans with marine life.

Amplify CKLA Knowledge Experience Kit components checklist

Below are the components of your Amplify CKLA Knowledge Experience Kit, organized by grade level and teacher/student materials. Please click on your grade level to review the teacher and student materials listed and verify that all items have been received.

Cover of a geography teacher guide titled "All Around the World: Geography," featuring images of a globe, landscapes, and people.

Materials

Knowledge 7 Teacher Guide
Red Amplify CKLA activity book cover featuring a globe, sunflowers, and a list of contents related to geography and art.

Materials

Knowledge 7 Activity Book Sampler
Cover of "All Around the World: Geography" book, featuring a globe, children, and photos of various landscapes and cities.

Materials

Knowledge 7 Image Cards
Cover of "Charting the World: Geography" teacher guide, featuring a hand-drawn world map with colored pins, a compass, and pencils.

Materials

Knowledge 5 Teacher Guide
Cover of an activity book titled "Amplify CKLA." It features an open book with a person, a space shuttle, and nature in the background. A list of knowledge themes is included.

Materials

Knowledge 5 Activity Book Sampler
A geography workbook cover featuring a hand-drawn world map, various papers, a magnifying glass, a compass, and pencils on a wooden table.

Materials

Knowledge 5 Image Cards
Cover of a book titled "Sounds and Stanzas: Poetry" with whimsical illustrations of animals and leaves emerging from an open book. It is labeled as a Teacher Guide, Level 2.

Materials

Knowledge 7 Teacher Guide
Green cover of an activity book titled "Amplify CKLA," featuring a hot air balloon and a medieval castle illustration. Text includes various learning topics.

Materials

Knowledge 7 Activity Book Sampler
Colorful book cover with a person reading, surrounded by illustrated animals and autumn leaves. Text reads, "Amplify CKLA, Knowledge 7, Sounds and Stanzas: Poetry, Image Cards.

Materials

Knowledge 7 Image Cards
A book cover titled "Rhythm and Rhyme: Poetry" for Grade 3. It features an illustration of a pond with butterflies, a frog, and water lilies.

Materials

Knowledge Unit 3 Teacher Guide
A book titled "Rhythm and Rhyme: Poetry" with an illustrated cover featuring a pond, butterflies, and foliage. The book is part of Amplify CKLA, Unit 3, Poet’s Journal.

Materials

Poet’s Journal
Illustrated cover of a book titled "Rhythm and Rhyme: Poetry" featuring a pond with butterflies, lily pads, and a barcode at the bottom left. Grade 3 and "Amplify CKLA" are noted in the corner.

Materials

Knowledge Unit 3 Image Cards
Cover of "Inspiration and Ingenuity: American Innovation," featuring a classroom with a chalkboard, window view, and a lit bulb on a desk.

Materials

Knowledge Unit 9 Teacher Guide
Educational book cover featuring a classroom with science equipment, a chalkboard with drawings, and an open window showing a Ferris wheel. Title: "Inspiration and Ingenuity: American Innovation.

Materials

Knowledge Unit 9 Activity Book Sampler
Book cover of "Patricia's Vision: The Doctor Who Saved Sight" showing a girl looking through an eye examination machine.

Materials

Trade Book: Patricia’s Vision
Illustrated book cover titled "Mr. Ferris and His Wheel" by Kathryn Gibbs Davis, depicting a Ferris wheel against a starry night backdrop.

Materials

Trade Book: Mr. Ferris and His Wheel
Cover of "The Deep Blue World: Oceans" teacher guide featuring illustrations of marine life, including a whale shark, turtle, and various fish. The background is a vibrant ocean scene.

Materials

Unit 5 Teacher Guide
Activity book cover titled "The Deep Blue World: Oceans" with illustrations of a diver, sea creatures, and an open book on a purple background.

Materials

Unit 5 Activity Book Sampler
Textbook cover titled "Life in the Fathoms" featuring a diver, various sea creatures, and colorful coral reefs.

Materials

Unit 5 Reader

Access the Amplify CKLA all-in-one digital platform

Teachers will receive Amplify CKLA 3rd Edition demo login information to access the digital platform.

If you have not received your demo login information, please contact your administrative team. If you are in charge of Knowledge Experience Kit demo accounts for your school/district and have not received login information, please reach out to your account representative or help@amplify.com.

Contact your account executive to sign up for implementation training.

Sign up

Welcome, Flowing Wells, to Amplify Desmos Math!

Amplify Desmos Math thoughtfully combines conceptual understanding, procedural fluency, and application. Each lesson is designed to tell a story by posing problems that invite a variety of approaches before guiding students to synthesize their understanding of the learning goals.

Keep reading to learn more about the program and explore sample materials.

A collage of educational software screens, featuring Desmos Math with vibrant graphs and animations, amplifies mathematical comparisons alongside engaging plant growth simulations. Perfect for educators in New York math classrooms seeking dynamic learning tools.

About the program

Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students.  The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.

Screenshot of an educational activity page using Amplify Desmos Math to present a function machine and a table for calculating outputs of ( h(x) = f(x + 2) ) with given inputs for ( x ), offering an engaging approach to New York math standards.
The geometry activity screen features a circle with intersecting lines and a shaded area. Instructions prompt users to explore Sam's construction and determine if a square was formed, all enhanced by the innovative tools of Amplify Desmos Math.

Structured approach to problem-based learning

  • Easy-to-follow instructional guidance
  • Robust assessments and reports
image of Amplify Desmos Math

Math that motivates

  • Powerful teacher-facilitation supports and tools
  • Students talking and building from each other’s ideas 
  • Every lesson has compatible print and digital materials for a collaborative classroom
Screenshot of a design challenge interface from Amplify Desmos Math, featuring overlapping purple circles. The left shows 3 circles, and the right displays 5. Task: match the two designs as if solving a New York math puzzle.

Student thinking is made evident

  • Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
  • Explicit guidance for teachers on what to look for and how to respond
  • Technology that provides Responsive Feedback and is designed to reveal mathematical thinking
A chart titled "Scope and Sequence" for Algebra 1, Geometry, and Algebra 2, with colorful units and topics, overlaid by an illustration of lab equipment with a gauge and liquid.

Scope and sequence

Click the link below to view the program scope and sequence.

Preview lessons

Check out the links below to explore our interactive digital lessons. Download a navigation guide for tips on navigating the print and digital program components.

A laptop showcases a mathematical graph using Desmos Math, amplifying the learning experience. Behind it lie two papers with printed graphs and text, reflecting a bustling New York math classroom environment.

Looking for help?

We are dedicated to supporting you throughout your review. Get help at any time by getting in touch with your account executive directly:

Tommy Gearhart, Account Executive
tgearhart@amplify.com
(505) 206-7661