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Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended Professional Development Plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

mCLASS with DIBELS 8th Edition sessions overview

AudienceTitleDurationModality
Launch
New mCLASS with DIBELS 8th Edition customers with limited time for PDmCLASS with DIBELS 8th Edition program overviewHalf dayOnsite/Remote
New mCLASS with DIBELS 8th Edition customersInitial training1 day onsite or 2 half days remoteOnsite/Remote
Initial training: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Initial trainingSelf-pacedOnline course
Strengthen
mCLASS with DIBELS 8th Edition customers with limited time for PDUnderstanding your classroom dataHalf dayOnsite/Remote
All mCLASS with DIBELS 8th Edition customersClassroom data analysis and instructional planning1 day onsite or 2 half days remoteOnsite/Remote
Classroom data analysis and instructional planning: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Classroom data analysis and instructional planningSelf-pacedOnline course
All mCLASS with DIBELS 8th Edition customersUnderstanding your school or district dataHalf dayOnsite/Remote
Data-driven leadership practices 1 day onsite or 2 half days remoteOnsite/Remote
Data-driven leadership practices: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Data-driven leadership practicesSelf-pacedOnline course
Strengthening consultation session60 min.Remote
Strengthening consultation session package3 60-min. sessionsRemote
Coach
All mCLASS with DIBELS 8th Edition customersCoaching session1 dayOnsite
Coaching sessionHalf dayOnsite/Remote
Building readers
All mCLASS with DIBELS 8th Edition customersBuilding readers for leaders2 half daysOnsite/Remote
Building readers for teachers3 half daysOnsite/Remote

Launch

mCLASS with DIBELS 8th edition program overview

Half day (3 hours)

This PD prepares participants to implement the assessment and collect reliable data using standardized guidelines.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training

Self-paced

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants will access and revisit the course anytime for up to one year as a refresher.

Audience: Teachers (administrators welcome)
Modality: Online

Strengthen

Understanding your classroom data

Half day (3 hours)

This PD prepares participants to understand their students’ data by utilizing the reports available on mCLASS. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Classroom data analysis and instructional planning

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Classroom data analysis and instructional planning: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Classroom data analysis and instructional planning

Online course (self-paced)

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS. Participants will access and revisit the course anytime for up to one year as a refresher.

Audience: Teachers (administrators welcome)
Modality: Online

Understanding your school or district data

Half day (3 hours)

This PD prepares participants to use their data in making schoolwide decisions. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making school-wide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making school-wide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices

Online course (self-paced)

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to use their data in making school-wide decisions and build a schoolwide culture of data-driven instruction. Participants will access and revisit the course anytime for up to one year as a refresher.

Audience: Administrators
Modality: Online

Strengthening consultation session

(60-min.)

This 60-minute session will focus on a specific topic that will deepen educators’ understanding of mCLASS and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs.
Topics include:

  • Progress Monitoring
  • Zones of Growth
  • Data Walkthrough for Leaders

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Remote

Strengthening consultation session package

(3 hours)

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding of mCLASS and equip them in driving towards stronger student outcomes. An Amplify facilitator will align with the school or district’s leadership team in advance on the topics that will best meet educators’ unique needs.
Topics include:

  • Progress Monitoring
  • Zones of Growth
  • Data Walkthrough for Leaders

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Remote

Coach

Coaching session

1 day (6 hours)

This PD will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit one or two school sites for one day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite

Coaching session

Half day (3 hours)

This PD is up to 3 hours of training and will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit one school site for a half-day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

Building readers

Building readers for leaders

2 half days (6 hours)

This training session is split into 2 half-day sessions (3 hours each). The same participants should attend both sessions in order to receive all content, which includes learning the Science of Reading and how to align this theory with schoolwide instruction. Part 2 should be scheduled two to three weeks after Part 1.

Audience: Administrators, maximum 30 participants
Modality: Onsite

Building readers for teachers

3 half days (9 hours)

This training series is split into three half-day sessions (3 hours each). The same participants should attend all sessions in order to receive all content, which includes learning the Science of Reading and how to align this theory with classroom instruction. Part 2 should be scheduled two to three weeks after Part 1, and Part 3 should be scheduled two to three weeks after Part 2.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS with DIBELS 8th Edition and TRC sessions overview

AudienceTitleDurationModality
Launch
New mCLASS with DIBELS 8th Edition and TRC customersInitial training1 day onsite or 2 half days remoteOnsite/Remote
Initial training: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Initial trainingSelf-pacedOnline course
Strengthen
All mCLASS with DIBELS 8th Edition and TRC customersClassroom data analysis and instructional planning1 day onsite or 2 half days remoteOnsite/Remote
Data-driven leadership practices1 day onsite or 2 half days remoteOnsite/Remote
Coach
All mCLASS with DIBELS 8th Edition and TRC customersCoaching session1 dayOnsite
Coaching sessionHalf dayOnsite/Remote

Launch

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training

Self-paced

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to implement the assessment, and collect reliable data using standardized guidelines and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants will access and revisit the course anytime for up to one year as a refresher.

Audience: Teachers (administrators welcome)
Modality: Online

Strengthen

Classroom data analysis and instructional planning

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Data-driven leadership practices

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Coach

Coaching session

1 day onsite (6 hours)

This PD will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit one or two school sites for one day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

Coaching session

Half day (3 hours)

This PD is up to 3 hours of training and will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit one school site for a half-day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

mCLASS Lectura sessions overview

AudienceTitleDurationModality
Launch
New mCLASS Lectura Customers with limited time for PDmCLASS Lectura program overviewHalf dayOnsite/Remote
New mCLASS Lectura customersmCLASS Lectura initial training1 day onsite or 2 half days remoteOnsite/Remote
mCLASS Lectura initial training: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
mCLASS Lectura Initial trainingSelf-pacedOnline course
Strengthen
All mCLASS Lectura customers with limited time for PDUnderstanding your classroom dataHalf dayOnsite/Remote
All mCLASS Lectura customersClassroom data analysis and instructional planning1 day onsite or 2 half days remoteOnsite/Remote
Classroom data analysis and instructional planning: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Understanding your school or district dataHalf dayOnsite/Remote
Data-driven leadership practices 1 day onsite or 2 half days remoteOnsite/Remote
Data-driven leadership practices: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Strengthening consultation session60 min.Remote
Coach
All mCLASS Lectura customersCoaching session1dayOnsite
Coaching sessionHalf dayOnsite/Remote

Launch

mCLASS Lectura program overview

Half day (3 hours)

This PD prepares participants to implement the assessment and collect reliable data using standardized guidelines.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS Lectura initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. While the assessment must be administered in Spanish, English-speaking educators educators who would like to learn about the program but will not be administering the assessment may attend.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS Lectura initial training: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment and collect reliable data using standardized guidelines. While the assessment must be administered in Spanish, English-only speaking educators who would like to learn about the program but will not be administering the assessment may attend. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS Lectura initial training

Online course (self-paced)

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants will access and revisit the course anytime for up to one year as a refresher.

Audience: Teachers (administrators welcome)
Modality: Online

Strengthen

Understanding your classroom data

Half day (3 hours)

This PD prepares participants to understand their students’ data by utilizing the reports available on mCLASS. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Classroom data analysis and instructional planning

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Classroom data analysis and instructional planning: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Understanding your school or district data

Half day (3 hours)

This PD prepares participants to use their data in making schoolwide decisions. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making school-wide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Strengthening consultation session package

(3 hours)

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding of mCLASS and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. Topics include progress monitoring, goal setting, and a data walkthrough for leaders.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Remote

Coach

Coaching session

1 day (6 hours)

This PD will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit 1–2 school sites for one day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite

Coaching session

Half day (3 hours)

This PD is up to 3 hours of training and will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit 1 school site for a half-day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

LaunchStrengthenOngoing
BOYAfter BOY or MOYAfter BOY or MOY
New customersProgram overviewUnderstanding your classroom dataCoaching session
Initial trainingUnderstanding your school or district dataBuilding readers for teachers
Strengthening consultation session/packageBuilding readers for leaders
Returning customersCoaching session (refresher content)Classroom data analysis and instructional planningCoaching session
Data-driven leadership practicesBuilding readers for teachers
Strengthening consultation session/packageBuilding readers for leaders
*Note: If you are currently delivering instruction in a hybrid or remote model, we recommend that all of the sessions above be delivered remotely.

mCLASS Express sessions overview

TitleDurationModality
Launch
Initial trainingHalf dayOnsite/Remote
Initial trainingSelf-pacedOnline course

Launch

Initial training

Half day (3 hours)

Take the first step in launching mCLASS Express! The half-day initial training will help educators understand how mCLASS Express’ voice-recognition scoring generates immediate instructional recommendations for students reading below grade level. Educators will also learn how to utilize the teacher portal to assign assessments, review and correct scoring, track student growth over time, and leverage the program’s activities to create an action plan for a single classroom or across classes/grades.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training

Self-paced (2 hours)

Take the first step in launching mCLASS Express! The two-hour initial training will help educators understand how mCLASS Express’ voice-recognition scoring generates immediate instructional recommendations for students reading below grade level. Educators will also learn how to utilize the teacher portal to assign assessments, review and correct scoring, track student growth over time, and leverage the program’s activities to create an action plan for a single classroom or across classes/grades.

As this is a self-paced, on-demand online course, participants will be able to access the course anytime, move as quickly or slowly as needed through different sections, and revisit the course up to one year as a refresher in the future.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Online

mCLASS: IDEL sessions overview

TitleDurationModality
Launch
mCLASS IDEL program overviewHalf dayOnsite/Remote
Initial training1 dayOnsite/Remote
Initial training: Train the Trainer1 dayOnsite/Remote
Initial trainingSelf-pacedOnline course

Launch

mCLASS IDEL program overview

Half day (3 hours)

This PD prepares participants to implement the assessment and collect reliable data using standardized guidelines.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement your mCLASS:IDEL assessment with fidelity! Learn about the five basic early literacy skills that are crucial for reading development, and understand how they are assessed on the mCLASS:IDEL assessment. Then, practice administering and scoring each assessment measure and receive targeted feedback from a facilitator. Upon completion of this session, participants will be on their way to collecting reliable data to support all students.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

Initial training: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement your mCLASS:IDEL assessment with fidelity! Learn about the five basic early literacy skills that are crucial for reading development, and understand how they are assessed on the mCLASS:IDEL assessment. Then, practice administering and scoring each assessment measure and compare your responses to exemplars. As this is a Train the Trainer session, participants will receive annotated session materials in order to turnkey the session to colleagues.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

Initial training

Online course (self-paced)

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants will access and revisit the course anytime for up to one year as a refresher.

Audience: Teachers (administrators welcome)
Modality: Online

TRC Atlas Español

Launch

TRC Atlas Español program overview

Half day (3 hours)

This PD prepares participants to implement the assessment and collect reliable data using standardized guidelines.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS Math sessions overview

AudienceTitleDurationModality
Launch
New mCLASS Math customers with limited time for PDmCLASS Math program overviewHalf dayOnsite/Remote
New mCLASS Math customersInitial training1 day onsite or 2 half days remoteOnsite/Remote
Initial training: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Strengthen
All mCLASS Math customers with limited time for PDUnderstanding your classroom dataHalf dayOnsite/Remote
All mCLASS Math customersClassroom data analysis and instructional planning1 day onsite or 2 half days remoteOnsite/Remote
Classroom data analysis and instructional planning: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Understanding your school or district dataHalf dayOnsite/Remote
Data-driven leadership practices1 day onsite or 2 half days remoteOnsite/Remote
Data-driven leadership practices: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote

Launch

mCLASS Math program overview

Half day (3 hours)

This PD prepares participants to implement the assessment and collect reliable data using standardized guidelines.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)

Learn the foundational research for mCLASS Math and how it supports students’ abilities in mathematical reasoning. Understand the various assessment components and develop techniques for interviewing students and documenting their thinking. Interpret assessment results, and brainstorm suggested instructional activities. Upon completion of this session, participants will be on their way to collecting reliable data.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

Learn the foundational research for mCLASS Math and how it supports students’ abilities in mathematical reasoning. Understand the various assessment components, and develop techniques for interviewing students and documenting their thinking. Interpret assessment results, and brainstorm suggested instructional activities. Upon completion of this session, participants will be on their way to collecting reliable data. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Strengthen

Understanding your classroom data

Half day (3 hours)

This PD prepares participants to understand their students’ data by utilizing the reports available on mCLASS. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Classroom data analysis and instructional planning

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports available on mCLASS.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Classroom data analysis and instructional planning: Train the Trainer

1 day Onsite (6 hours) or 2 half days Remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports available on mCLASS. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Understanding your School or District Data

Half day (3 hours)

This PD prepares participants to use their data in making schoolwide decisions. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practice: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

mCLASS Professional Development

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Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended Professional Development Plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recommended sessions are highlighted below.
AudienceTitleDurationModality
mCLASS Texas Edition Launch
All mCLASS Texas Edition customersInitial training2 half days or self-pacedRemote/Online course
New mCLASS Texas Edition customersInitial training1 dayOnsite
Initial training: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
New mCLASS Texas Edition customers with limited time for PDmCLASS program overview, English measures onlyHalf dayOnsite/Remote
mCLASS program overview, Spanish measures onlyHalf dayOnsite/Remote
Experienced mCLASS Texas Edition customersRefresher trainingHalf dayOnsite/Remote
mCLASS Texas Edition and Amplify Reading Launch
New mCLASS Texas Edition and Amplify Reading customersInitial training with Amplify Reading overview1 day onsite or 2 half days remoteOnsite/Remote
Initial training with Amplify Reading overview: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
mCLASS Texas Edition and TRC Launch
New mCLASS Texas Edition and TRC customersInitial training with TRC overview1 day onsite or 2 half days remoteOnsite/Remote
Initial training with TRC overview: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Experienced mCLASS Texas Edition customersTRC initial trainingHalf dayOnsite/Remote
TRC initial training: Train the TrainerHalf dayOnsite/Remote
mCLASS Express Launch
New mCLASS Express customersInitial trainingHalf dayOnsite/Remote
Initial trainingSelf-pacedOnline course
mCLASS Texas Edition Strengthen
All mCLASS Texas Edition customers with limited time for PDUnderstanding your classroom dataHalf dayOnsite/Remote
All mCLASS Texas Edition customersClassroom data analysis and instructional planning1 day Onsite
All mCLASS Texas Edition customersClassroom data analysis and instructional planning 2 half daysRemote
Classroom data analysis and instructional planning: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Classroom data analysis and instructional planningSelf-pacedOnline
All mCLASS Texas Edition customersData-driven leadership practices1 day onsiteOnsite
All mCLASS Texas Edition customersData-driven leadership practices 2 half daysRemote
Data-driven leadership practices: Train the Trainer1 day onsite or 2 half days remoteOnsite/Remote
Data-driven leadership practicesSelf-pacedOnline
Understanding your school or district dataHalf dayOnsite/Remote
Strengthening consultation session1-hour sessionRemote
All mCLASS Texas Edition customersStrengthening consultation session package3 1-hour sessionsRemote
mCLASS Texas Edition Coach
All mCLASS Texas Edition customersCoaching session1 dayOnsite
All mCLASS Texas Edition customersCoaching sessionHalf dayOnsite/Remote

Launch

mCLASS Texas Edition

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to implement the assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS to drive differentiated instruction. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS program overview, English measures only

Half day (3 hours)

This PD prepares participants to implement the English measures of the mCLASS Texas assessment and collect reliable data using standardized guidelines. Only English measures are covered in this half-day training.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS program overview, Spanish measures only

Half day (3 hours)

This PD prepares participants to implement the Spanish measures of the mCLASS Texas assessment and collect reliable data using standardized guidelines. Only Spanish measures are covered in this half-day training.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Refresher training

Half day (3 hours)

The half-day refresher training is designed for teachers and instructional leaders who are experienced with any version of DIBELS® and/or Acadience Reading and are invested in successfully implementing mCLASS Texas Edition. This session will help educators focus on what’s new to the assessment and understand mCLASS Texas Edition’s potential to impact all students through improved measures, stronger insight into students’ instructional needs, and bolstered skills-focused lessons to support instructional planning. Upon completion of this session, participants will be prepared to implement the new assessment, collect reliable data using standardized guidelines, and use the targeted lessons available on mCLASS Texas Edition to drive differentiated instruction as part of their regular classroom practice.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS Texas Edition and Amplify Reading

Initial training with Amplify Reading overview

1 day onsite (6 hours) or 2 half days remote (6 hours)

Take the first step in launching mCLASS Texas Edition and Amplify Reading! The initial training will help educators understand how mCLASS Texas Edition assesses the basic early literacy skills that are crucial for reading development, gain hands-on experience administering and scoring the assessment using standardized guidelines, and access the Instruction page in order to find skills-focused lessons that will support instructional planning. A high-level overview of how to get started with Amplify Reading will also be provided at the end of the training along with supplementary, on-demand resources. Upon completion of this session, participants will be prepared to implement the new assessment, collect reliable data using standardized guidelines, use the targeted lessons available on mCLASS Texas Edition to drive differentiated instruction as part of their regular classroom practice, and understand key Amplify Reading features.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training with Amplify Reading overview: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

Take the first step in launching mCLASS Texas Edition and Amplify Reading! The initial training will help educators understand how mCLASS Texas Edition assesses the basic early literacy skills that are crucial for reading development, gain hands-on experience administering and scoring the assessment using standardized guidelines, and access the Instruction page in order to find skills-focused lessons that will support instructional planning. A high-level overview of how to get started with Amplify Reading will also be provided at the end of the training along with supplementary, on-demand resources. Upon completion of this session, participants will be prepared to implement the new assessment, collect reliable data using standardized guidelines, use the targeted lessons available on mCLASS Texas Edition to drive differentiated instruction as part of their regular classroom practice, and understand key Amplify Reading features. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

mCLASS Texas Edition and TRC

Initial training with TRC overview

1 day onsite (6 hours) or 2 half days remote (6 hours)

Take the first step in launching mCLASS Texas Edition and Amplify Reading! The initial training will help educators understand how mCLASS Texas Edition assesses the basic early literacy skills that are crucial for reading development, gain hands-on experience administering and scoring the assessment using standardized guidelines, and access the Instruction page in order to find skills-focused lessons that will support instructional planning. A high-level overview of how to get started with Amplify Reading will also be provided at the end of the training along with supplementary, on-demand resources. Upon completion of this session, participants will be prepared to implement the new assessment, collect reliable data using standardized guidelines, use the targeted lessons available on mCLASS Texas Edition to drive differentiated instruction as part of their regular classroom practice, and understand key Amplify Reading features.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Initial training with TRC overview: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

Take the first step in launching mCLASS Texas Edition and TRC! The initial training will help educators understand how mCLASS Texas Edition assesses the basic early literacy skills that are crucial for reading development, gain hands-on experience administering and scoring the assessment using standardized guidelines, and access the Instruction page in order to find skills-focused lessons that will support instructional planning. A high-level overview of how to get started with TRC will also be provided at the end of the training along with supplementary, on-demand resources. Upon completion of this session, participants will be prepared to implement the new assessment, collect reliable data using standardized guidelines, use the targeted lessons available on mCLASS Texas Edition to drive differentiated instruction as part of their regular classroom practice, and understand key TRC features. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

TRC initial training

Half day (3 hours)

Take the first step in launching TRC! The half-day initial training will help educators understand how TRC assesses the basic early literacy skills that are crucial for reading development, gain hands-on experience administering and scoring the assessment using standardized guidelines, and access the Instruction page in order to find skills-focused lessons that will support instructional planning.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Remote

TRC initial training: Train the Trainer

Half day (3 hours)

Take the first step in launching TRC! The half-day initial training will help educators understand how TRC assesses the basic early literacy skills that are crucial for reading development, gain hands-on experience administering and scoring the assessment using standardized guidelines, and access the Instruction page in order to find skills-focused lessons that will support instructional planning. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Remote

mCLASS Express

Initial training

Half day (3 hours)

Take the first step in launching mCLASS Express! The half-day initial training will help educators understand how mCLASS Express’ voice-recognition scoring generates immediate instructional recommendations for students reading below grade level. Educators will also learn how to utilize the teacher portal to assign assessments, review and correct scoring, track student growth over time, and leverage the program’s activities to create an action plan for a single classroom or across classes/grades.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Remote

Initial training

Self-paced

Take the first step in launching mCLASS Express! The two-hour initial training will help educators understand how mCLASS Express’ voice-recognition scoring generates immediate instructional recommendations for students reading below grade level. Educators will also learn how to utilize the teacher portal to assign assessments, review and correct scoring, track student growth over time, and leverage the program’s activities to create an action plan for a single classroom or across classes/grades. As this is a self-paced, on-demand online course, participants will be able to access the course anytime, move as quickly or as slowly as needed through different sections, and revisit the course for up to one year as a refresher in the future.

Audience: Teachers (administrators welcome)
Modality: Remote

Strengthen

Understanding your classroom data

Half day (3 hours)

This PD prepares participants to understand their students’ data by utilizing the reports available on mCLASS. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Classroom data analysis and instructional planning

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Classroom data analysis and instructional planning: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Classroom data analysis and instructional planning

Self-paced

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to deeply understand their students’ data and create actionable instructional plans by utilizing the reports and skills-focused lesson plans available on mCLASS. Participants will access and revisit the course anytime for up to one year as a refresher. Note: The online course focuses on the English measures only.

Audience: Teachers (administrators welcome)
Modality: Online

Understanding your school or district data

Half day (3 hours)

This PD prepares participants to use their data in making schoolwide decisions. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data-driven leadership practices: Train the Trainer

1 day onsite (6 hours) or 2 half days remote (6 hours)

This PD prepares participants to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. This session should be scheduled after the most recent benchmark window has closed so that participants can work with their own data. Participants receive annotated session materials to turnkey the session to colleagues.

Audience: Administrators, maximum 30 participants
Modality: Onsite/Remote

Data driven leadership practices

Self-paced

This PD is an individual seat to our self-paced, on-demand online course that contains approximately 6 hours of training. Participants will learn how to use their data in making schoolwide decisions and build a schoolwide culture of data-driven instruction. Participants will access and revisit the course anytime for up to one year as a refresher. Note: The online course focuses on the English measures only.

Audience: Administrators
Modality: Online

Strengthening consultation session

60 minutes

This 60-minute session will focus on a specific topic that will deepen educators’ understanding of mCLASS and equip them in driving towards stronger student outcomes. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet educators’ unique needs. Topics include progress monitoring, zones of growth, and a data walkthrough for leaders.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Remote

Strengthening consultation session package

3 hours

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding of mCLASS and equip them in driving towards stronger student outcomes. An Amplify facilitator will align with the school or district’s leadership team in advance on the topics that will best meet educators’ unique needs. Topics include progress monitoring, zones of growth, and a data walkthrough for leaders.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Remote

Coach

Coaching session

1 day onsite (6 hours)

This PD will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit one or two school sites for one day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Onsite/Remote

Coaching session

Half day (3 hours)

This PD is up to 3 hours of training and will deepen educators’ understanding of how to utilize mCLASS in order to accelerate data-driven student outcomes. An Amplify facilitator will visit one school site for a half-day and work with teachers and/or leaders. Prior to the visit, the Amplify facilitator will align with each school’s leadership team on their needs and customize the visit schedule accordingly.

Audience: Teachers and/or administrators, maximum 30 participants
Modality: Remote

Pricing

We offer the following pricing for training sessions and packages:

Session typePricing
1-day onsite session$3,200
1-day onsite session: Train the Trainer$3,500
2 half-day remote sessions$1,500
2 half-day remote sessions: Train the Trainer$2,000
Half-day onsite session$2,500
Half-day remote session$750
2-hour self-paced online course$20 per individual seat
6-hour self-paced online course$49 per individual seat

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Amplify Texas, K–5

Built on a systematic scope and sequence, Amplify Texas, K–5 programs offer the explicit instruction needed in today’s classrooms. Amplify Texas includes both English and Spanish curriculums. The print version of the English curriculum is titled Amplify Texas ELAR (English Language Arts and Reading). The digital version of the English curriculum is titled Amplify Texas Elementary Literacy Program. The print version of the Spanish curriculum is titled Amplify Texas SLAR (Spanish Language Arts and Reading). The digital version of the Spanish curriculum is titled Amplify Texas Lectoescritura.

We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!

Professional Learning Partner Guide Certified Provider

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Teacher observes student completing activity

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended Professional Development Plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

ELAR

View the Professional Development Planning Guide

SLAR

View the Professional Development Planning Guide

Session overview

Recommended sessions are highlighted below.
Audience Title Duration Modality Available
Launch
K–5 instructional leaders Amplify Texas Elementary Literacy Program (digital) and ELAR (print) initial training Half day Onsite/Remote Yes
K–2 teachers Amplify Texas Elementary Literacy Program (digital) and ELAR (print) initial training 1 day Onsite Yes
K–2 teachers Amplify Texas Elementary Literacy Program (digital) and ELAR (print) initial training
2 half days
 Remote Yes
Amplify Texas Elementary Literacy Program (digital) and ELAR (print) program overview Half day Onsite/Remote 5/1/22
Amplify Texas Elementary Literacy Program (digital) and ELAR (print) Skills Strand initial training 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Amplify Texas Elementary Literacy Program (digital) and ELAR (print) Skills Strand program overview Half day Onsite/Remote 5/1/22
Amplify Texas Elementary Literacy Program (digital) Knowledge Strand initial training 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Amplify Texas Elementary Literacy Program (digital) Knowledge Strand program overview Half day Onsite/Remote 5/1/22
K–2 teachers Amplify Texas Lectoescritura (digital) and SLAR (print) initial training 1 day onsite or 2 half days remote Onsite/Remote 5/1/22
K–2 teachers Amplify Texas Lectoescritura (digital) and SLAR (print) program overview Half day Onsite/Remote 5/1/22
Amplify Texas Lectoescritura (digital) and SLAR (print) Skills Strand (Habilidades y destrezas) initial training 1 day onsite or 2 half days remote Onsite/Remote 5/1/22 
Amplify Texas Lectoescritura (digital) and SLAR (print) Skills Strand (Habilidades y destrezas) program overview Half day Onsite/Remote  10/1/22 
Amplify Texas Lectoescritura (digital) and SLAR (print) Skills Strand (Conocimiento) initial training 1 day onsite or 2 half days remote Onsite/Remote Yes
Amplify Texas Lectoescritura (digital) and SLAR (print) Skills Strand (Conocimiento) program overview  Half day Onsite/Remote  5/1/22 
3–5 teachers Amplify Texas Elementary Literacy program (digital) and ELAR (print) initial training 1 day or 2 half days remote Onsite/Remote Yes
3–5 teachers Amplify Texas Elementary Literacy program (digital) and ELAR (print) program overview Half day Onsite/Remote 5/1/22
3–5 teachers Amplify Texas Lectoescritura (digital) and SLAR (print) initial training 1 day onsite or 2 half days remote Onsite/Remote Yes
3–5 teachers Amplify Texas Lectoescritura (digital) and SLAR (print) program overview Half day Onsite/Remote 5/1/22
Strengthen
K–5 leaders Amplify Texas ELAR enhancing observations for leaders Half day Onsite/Remote 9/1/22
K–2 teachers
 
 
 		 Amplify Texas ELAR enhancing planning & practice for K–2 teachers Half day Onsite/Remote Yes
K–2 teachers Amplify Texas ELAR writing for K–2 teachers Half day Onsite/Remote Yes
Amplify Texas SLAR enhancing planning & practice for K–2 teachers 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Amplify Texas SLAR writing for K–2 teachers Half day Onsite/Remote 12/1/22
3–5 teachers Amplify Texas ELAR enhancing planning & practice for 3–5 teachers Half day Onsite/Remote  Yes
3–5 teachers Amplify Texas ELAR writing for 3–5 teachers Half day Onsite/Remote Yes
Amplify Texas SLAR enhancing planning & practice for 3–5 teachers Half day Onsite/Remote Yes
Amplify Texas SLAR writing for 3–5 teachers Half day Onsite/Remote 12/1/22
K–5 teachers



 Amplify Texas ELAR enhancing planning & instruction for English language learners Half day Onsite/Remote 9/1/22
Amplify Texas ELAR enhancing planning & instruction for students with special needs
 Half day Onsite/Remote 9/1/22
Amplify Texas ELAR Strengthening consultation session 1 hour or 3 1-hour sessions Remote 2/1/22
Amplify Texas SLAR Strengthening consultation session 1 hour or 3 1-hour sessions Remote 2/1/22
Coaching sessions

K–5 educators (leaders, principals, coaches, and teachers)

 Amplify Texas ELAR Coaching session 2 days consecutive Onsite Yes 
K–5 educators (leaders, principals, coaches, and teachers)




 Amplify Texas ELAR Coaching session 1 day onsite or 2 half days remote
 		 Onsite/Remote Yes
Amplify Texas ELAR Coaching session Half day Remote

Yes

 
Amplify Texas SLAR Coaching session 2 days consecutive Onsite Yes
Amplify Texas SLAR Coaching session 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Amplify Texas SLAR Coaching session Half day Remote Yes

Launch

K–5 instructional leaders

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) initial training for K–5 instructional leaders

Half day (3 hours)

Prepare to implement and support Amplify Texas instruction in your schools! Learn how Amplify Texas supports students as they build literacy skills in the early grades and move among reading, writing, speaking and listening, and language activities in the upper grades. Understand the purpose of the Amplify Texas program (Skills, Knowledge, and Integrated Strands) and identify components of the Amplify Texas design principles within lessons. Participants will begin creating an action plan to support communication and change management related to Amplify Texas to staff, parents, and other stakeholders.

Audience: Instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite/Remote

K–2 teachers

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement the Amplify Texas K–2 program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) program overview for K–2 teachers

Half day (3 hours)

Prepare to implement the Amplify Texas K–2 program in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) Skills Strand initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement the Amplify Texas Skills Strand program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) Skills Strand program overview for K–2 teachers

Half day (3 hours)

Prepare to implement the Amplify Texas Skills Strand in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) Knowledge Strand initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement the Amplify Texas Knowledge Strand program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) Knowledge Strand program overview for K–2 teachers

Half day (3 hours)

Prepare to implement the Amplify Texas Knowledge Strand in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Lectoescritura (digital) and SLAR (print) initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement Amplify Texas program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Lectoescritura (digital) and SLAR (print) program overview for K–2 teachers

Half day (3 hours)

Prepare to implement Amplify Texas in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Lectoescritura (digital) and SLAR (print) Skills Strand (Habilidades y destrezas) initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement Amplify Texas Skills Strand (Habilidades y destrezas) program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Lectoescritura (digital) and SLAR (print) Skills Strand (Habilidades y destrezas) program overview for K–2 teachers

Half day (3 hours)

Prepare to implement Amplify Texas Skills Strand (Habilidades y destrezas) in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Lectoescritura (digital) and SLAR (print) Knowledge Strand (Conocimiento) initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement Amplify Texas Knowledge Strand (Conocimiento) program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Lectoescritura (digital) and SLAR (print) Knowledge Strand (Conocimiento) program overview for K–2 teachers

Half day (3 hours)

Prepare to implement Amplify Texas Knowledge Strand (Conocimiento) in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

3-5 Teachers

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) initial training for 3–5 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement the Amplify Texas 3–5 program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Elementary Literacy Program (digital) and ELAR (print) program overview for 3–5 teachers

Half day (3 hours)

Prepare to implement the Amplify Texas 3–5 program in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Lectoescritura (digital) and SLAR (print) initial training for 3–5 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement the Amplify Texas 3–5 program in your classroom! Learn the foundational elements of Amplify Texas, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas Lectoescritura (digital) and SLAR (print) program overview for 3–5 teachers

Half day (3 hours)

Prepare to implement the Amplify Texas 3–5 program in your classroom! Learn the foundational elements of the curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Strengthen

K–5 leaders

Amplify Texas ELAR enhancing observations for K–5 leaders

Half day (3 hours)
Prerequisite training: Initial training for instructional leaders

Elevate program knowledge to support colleagues with effective Amplify Texas implementation! Practice analyzing Amplify Texas lessons and identify key instructional elements and next steps. Participants will be prepared to collect data and enhance classroom observations.

Audience: Instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite/Remote

K–2 teachers

Amplify Texas ELAR enhancing planning & practice for K–2 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers

Elevate program knowledge to strengthen your Amplify Texas K–2 implementation! Understand the progression of foundational skills and focus on high-quality questioning and discussion techniques through lesson study and practice. Participants will practice implementing key instructional elements and leave with annotated lessons.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas ELAR writing for K–2 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers and 2–3 months of Amplify Texas instruction

Dig into Amplify Texas writing instruction and student work in grades K–2! Identify writing opportunities in the Amplify Texas Skills and Knowledge Strand through analysis of a unit and daily lessons and analyze student writing using a program-aligned rubric. Participants will leave with an annotated unit highlighting the writing opportunities and student grouping suggestions.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas SLAR enhancing planning & practice for K–2 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers

Elevate program knowledge to strengthen your Amplify Texas K–2 implementation! Understand the progression of foundational skills and focus on high-quality questioning and discussion techniques through lesson study and practice. Participants will practice implementing key instructional elements and leave with annotated lessons.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas SLAR writing for K–2 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers and 2–3 months of Amplify Texas instruction

Dig into Amplify Texas writing instruction and student work in grades K–2! Identify writing opportunities in the Amplify Texas curriculum through analysis of a unit and daily lessons and analyze student writing using a program-aligned rubric. Participants will leave with an annotated unit highlighting the writing opportunities and student grouping suggestions.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

3–5 teachers

Amplify Texas ELAR enhancing planning & practice for
3–5 teachers

Half day (3 hours)
Prerequisite training: Initial training for 3–5 teachers

Elevate program knowledge to strengthen your Amplify Texas 3–5 implementation! Understand the progression of foundational skills and focus on high-quality questioning and discussion techniques through lesson study and practice. Participants will practice implementing key instructional elements and leave with annotated lessons.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas ELAR writing for 3–5 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers and 2–3 months of Amplify Texas instruction

Dig into Amplify Texas writing instruction and student work in grades 3–5! Identify writing opportunities in the Amplify Texas curriculum through analysis of a unit and daily lessons and analyze student writing using a program-aligned rubric. Participants will leave with an annotated unit highlighting the writing opportunities and student grouping suggestions.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas SLAR enhancing planning & practice for
3–5 teachers

Half day (3 hours)
Prerequisite training: Initial training for 3–5 teachers

Elevate program knowledge to strengthen your Amplify Texas 3–5 implementation! Understand the progression of foundational skills and focus on high-quality questioning and discussion techniques through lesson study and practice. Participants will practice implementing key instructional elements and leave with annotated lessons.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas SLAR writing for 3–5 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers and 2–3 months of Amplify Texas instruction

Dig into Amplify Texas writing instruction and student work in grades 3–5! Identify writing opportunities in the Amplify Texas curriculum through analysis of a unit and daily lessons and analyze student writing using a program-aligned rubric. Participants will leave with an annotated unit highlighting the writing opportunities and student grouping suggestions.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

K–5 teachers

Amplify Texas ELAR enhancing planning & instruction for English language learners for K–5 teachers

Half day (3 hours)

Prerequisite training: Initial training

Develop a strong understanding of how to support English language learners (ELLs) with Amplify Texas instruction! Identify program-embedded instructional supports and strategies for ELL students of varying proficiency levels and plan how to adjust instruction based on formative check points. Participants will begin to develop a plan for using program supports and strategies for ELL instruction.

Audience: K–5 classroom teachers and ELL specialists (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas enhancing planning & instruction for students with special needs for K–5 teachers

Half day (3 hours)

Develop a strong understanding of how to support students with special needs! Identify program-embedded instructional supports and strategies for students with special needs, including connections to IEP goals, and plan how to adjust instruction. Participants will leave with an accommodation plan aligned to Amplify Texas instruction and IEP goals.

Audience: K–5 classroom teachers and special education specialists (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas ELAR Strengthening consultation session

1 hour or 3 1-hour sessions

These 60-minute sessions will focus on a specific topic that will deepen educators’ understanding of Amplify Texas and equip them with the support they need to drive toward stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and supporting all learners.

Audience: K–5 classroom teachers (instructional leaders welcome), maximum 30 participants
Modality: Remote

Amplify Texas SLAR Strengthening consultation session

1 hour or 3 1-hour sessions

These 60-minute sessions will focus on a specific topic that will deepen educators’ understanding of Amplify Texas and equip them with the support they need to drive toward stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and supporting all learners.

Audience: K–5 classroom teachers (instructional leaders welcome), maximum 30 participants
Modality: Remote

Coach

K–5 educators (leaders, principals, coaches, teachers)

Amplify Texas ELAR Coaching for K–5 educators

2 days consecutive (6 hours per day, 12 total)

Prerequisite training: Initial training

Strengthen your implementation of Amplify Texas with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will visit 1–4 school sites for two days. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify Texas facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers and/or instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite

Amplify Texas ELAR Coaching for K–5 educators

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prerequisite training: Initial training

Strengthen your implementation of Amplify Texas with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will visit 1–2 school sites for one day. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify Texas facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers and/or instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas ELAR Coaching for K–5 educators

Half day (3 hours)

Prerequisite training: Initial training

Strengthen your implementation of Amplify Texas with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will virtually visit for a half day. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify Texas facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation.

Audience: Teachers and/or instructional leaders (principals and coaches)
Modality: Remote

Amplify Texas SLAR Coaching for K–5 educators

2 days consecutive (6 hours per day, 12 total)

Prerequisite training: Initial training

Strengthen your implementation of Amplify Texas with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will visit 1–4 school sites for two days. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify Texas facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers and/or instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite

Amplify Texas SLAR Coaching for K–5 educators

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prerequisite training: Initial training

Strengthen your implementation of Amplify Texas with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will visit 1–2 school sites for one day. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify Texas facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers and/or instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite/Remote

Amplify Texas SLAR Coaching for K–5 educators

Half day (3 hours)

Prerequisite training: Initial training

Strengthen your implementation of Amplify Texas with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will virtually visit for a half day. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify Texas facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation.

Audience: Teachers and/or instructional leaders (principals and coaches)
Modality: Remote

Pricing

We offer the following pricing for training sessions and packages:

Session typePricing
2-day onsite session$4,800
1-day onsite session$3,200
1-day remote session$1,200
Half day onsite session$2,500
Half day remote session$750
1-hour Strengthening consultation session$350
3 1-hour Strengthening consultation sessions$1000
Customized onsite or remote sessionPrice will vary

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Professional development for core programs

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

Learn and apply impactful instructional techniques and develop a deeper understanding of your Amplify program(s) by investing in professional development.

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Contact us
A man writes at a desk; adjacent images include a math graph with weights labeled 5 and 8, and an open book with stars above it.

About Amplify core programs

Amplify’s programs help you teach inspiring lessons that develop student brilliance through robust scaffolding and differentiated instruction.

Literacy

  • Amplify Core Knowledge Language Arts (CKLA) 2nd Edition and 3rd Edition
  • Amplify Caminos 1st and 3rd Edition
  • Amplify ELA 2nd Edition

STEM

  • Amplify Math
  • Amplify Desmos Math* (for Grades PreK–5, 6–Algebra 1, or high school)
  • Amplify Science (for Grades K–5 or 6–8)

Contact your account executive for extended PD catalog options or quotes.

*Amplify Desmos Math is our new K–12 program (English and Spanish) using a problem-based approach for deep conceptual understanding. Contact us for available packages.

About Amplify professional development (PD)

Take a systemic approach to drive lasting change. Partner with us to create a learning plan that enhances implementation, instruction, and student impact.

At each phase of your journey, packages include different types of learning experiences strategically bundled for multiple touchpoints throughout the year.

Four circular icons in a row showing a lightbulb, pencil, whiteboard, and podium, connected by arrows in a cycle, representing stages of a process.
Prepare
 Begin
 Practice
 Advance


Shift literacy and math instruction and deepen understanding of research-based practices to support new program implementation.


Build the foundational knowledge and skills necessary to begin teaching with your Amplify program(s).


Refine instructional skills, expand knowledge of your Amplify program(s), and explore more advanced instructional strategies.


Deepen understanding of content and pedagogy and build-in house capacity to support a robust, sustainable implementation.

Click to learn more:

Review this page to learn more about the Begin and Practice packages.

 

Click to learn more:

Session types within packages

LAUNCH STRENGTHEN COACH
Beginning of the year
 Mid-year, end of the year Mid-year, end of the year
Three people work together at a computer in a classroom; one woman points at the monitor while the others watch attentively.
Two people sit at a table reviewing documents together against a yellow background. An icon of a barbell is displayed in the top left corner.
Two women sit side by side at a table, each with a laptop. One woman points at the other’s screen as they focus on the display against a plain blue background.
Introduce programs and support implementation Target specific instructional practices

Explore the Strengthen sessions for your:

 Tailored learning for specific needs
Core literacy programs Core STEM programs

Begin packages

You’re ready to shift to evidence-based practices in your first year with Amplify programs. Let us support your educators with professional development that builds new skills and knowledge.

Choose from flexible on-site, hybrid, or virtual packages which include:

  • One Launch session to introduce Amplify programs and support strong implementation.
  • One Strengthen session to deepen understanding of the program.
  • One Coach session to elevate instructional practice and meet specific needs.
  • Suggested add-ons are available.

Each package supports up to 30 participants in similar grade bands.

On-site 15 package

Three people stand in front of a whiteboard with colorful sticky notes, discussing content on a tablet. A graphic indicates "Begin: On-site package" and "15 hours.

Participate in 15 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Launch, Strengthen, and Coach sessions.

Begin: On-site 15 package
Session type Modality/duration What’s included
Launch (1) On-site, 6-hr. Initial training for teachers
Strengthen (1) On-site, 3-hr. Program-specific Strengthen session (selected based on your needs) for Core Literacy and STEM programs.
Coach (1) On-site, 6-hr. Coach session
Suggested enhancements
Launch add-on On-site or virtual, 3-hr. Program overview for leaders
Launch add-on Virtual, 1 hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers

Begin: Launch: Initial training for teachers

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 6 hours

Initial training sessions are designed for educators who are new to our program. In our initial training session, educators are oriented to the key components of their program(s), including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with the foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades PreK–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Program overview for leaders

Amplify Caminos 3rd Edition sessions are available July 2026.

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively coordinating the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch add-on: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Grades 4 and 5 available July 2026

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5) or Amplify CKLA 3rd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will partner closely with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach: Customized support

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Hybrid 15 on-site package

Two women smiling and looking at a computer screen in an office setting; text reads "Begin: Hybrid package" and "15 hours.

Participate in 15 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Launch, Strengthen, and Coach sessions.

Begin: Hybrid 15 on-site package
Session type Modality/duration What’s included
Launch (1) On-site, 6-hr. Initial training for teachers
Strengthen (1) Virtual, 3-hr. Program-specific Strengthen session (selected based on your needs) for Core Literacy and STEM programs.
Coach (1) On-site, 6-hr. Coach session
Suggested enhancements
Launch add-on On-site or virtual, 3-hr. Program overview for leaders
Launch add-on Virtual, 1 hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers

Begin: Launch: Initial training for teachers

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 6 hours

Initial training sessions are designed for educators who are new users. In our initial training session, educators are oriented to the key components of the program, including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with the foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Program overview for leaders

Amplify Caminos 3rd Edition sessions are available July 2026.

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively coordinating the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify CKLA (2nd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Notes:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Hybrid 10 package

Two women smile while looking at a computer monitor in an office. A graphic overlay reads “Begin: Hybrid package” and “10 hours,” with icons for power, fitness, and communication.

Participate in 10 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Launch, Strengthen, and Coach sessions.

Begin: Hybrid 10 package
Session type Modality/duration What’s included
Launch (1) On-site, 3-hr. Program overview for teachers
Strengthen (1) Virtual, 1-hr. Program-specific Strengthen Focus session (selected based on your needs) for Core Literacy and STEM programs.
Coach (1) On-site, 6-hr. Coach session
Suggested enhancements
Launch add-on On-site or virtual,
3-hr.		 Program overview for leaders
Launch add-on Virtual, 1 hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers

Begin: Launch: Program overview for teachers

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 3 hours

Program overview sessions provide a basic introduction for educators who are new users of the program. In a program overview session, educators learn how to get started with the key features and materials of the program.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades PreK–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Program overview for leaders

Amplify Caminos 3rd Edition sessions are available July 2026.

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively supporting the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy (Grades PreK–5), Amplify ELA 2nd Edition (Grades 6–8), Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Hybrid 15 virtual package

A person points at a laptop screen displaying an online training module. Icons and text indicate the start of a virtual package with a duration of 15 hours.

Participate in 15 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Launch, Strengthen, and Coach sessions.

Begin: Hybrid 15 virtual package
Session type Modality/duration What’s included
Launch (1) Virtual, 6-hr.
(2 half-days)		 Initial training for teachers
Strengthen (1) Virtual, 3-hr. Program-specific Strengthen session (selected based on your needs) for Core Literacy and STEM programs.
Coach (1) On-site, 6-hr. Coach session
Suggested enhancements
Launch add-on On-site or virtual, 3-hr. Program overview for leaders
Launch add-on Virtual, 1 hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers

Begin: Launch: Initial training for teachers

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

Virtual, 6 hours (2 half-days)

Initial training sessions are designed for educators who are new to our program. In our initial training session, educators are oriented to the key components of their program(s), including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with the foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Program overview for leaders

Amplify Caminos 3rd Edition sessions are available July 2026.

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively supporting the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Virtual 7 package

A person points at a laptop screen displaying an educational webpage; icons and text indicate the start of a virtual package lasting 7 hours.

Participate in 7 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Launch, Strengthen, and Coach sessions.

Begin: Virtual 7 package
Session type Modality/duration What’s included
Launch (1) Virtual, 3-hr. Program overview for teachers
Strengthen (1) Virtual, 1-hr. Program-specific Strengthen Focus session (selected based on your needs) for Core Literacy and STEM programs.
Coach (1) Virtual, 3-hr. Coach session
Suggested enhancements
Launch add-on On-site or virtual, 3-hr. Program overview for leaders
Launch add-on Virtual, 1 hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers

Begin: Launch: Program overview for teachers

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

Virtual, 3 hours

Program overview sessions provide a basic introduction for educators who are new users of the program. In a program overview session, educators learn how to get started with the key features and materials of the program.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades PreK, K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Launch add-on: Program overview for leaders

Amplify Caminos 3rd Edition sessions are available July 2026.

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively coordinating the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify Caminos 3rd Edition, Amplify CKLA/Caminos 3rd Edition biliteracy, and Amplify Desmos Math high school sessions are available July 2026.

Virtual, 3 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Practice packages

You’re familiar with Amplify programs and ready to deepen your knowledge and implementation. Let us support your educators with professional development that emphasizes continuous improvement and enhanced understanding.

Choose from flexible on-site, hybrid, or virtual packages:

  • One Strengthen session to deepen understanding of the program, expand practice, and drive student outcomes
  • Two Coach sessions to elevate instructional practice and meet specific needs

Each package supports up to 30 participants in similar grade bands.

On-site 15 package

Three people discuss work while looking at a tablet in front of a whiteboard with colorful sticky notes. A "Practice: On-site package" label and "15 hours" badge are displayed.

Participate in 15 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Strengthen and Coach sessions.

Practice: On-site 15 package
Session type Modality/duration What’s included
Strengthen (1) On-site, 3-hr. Program-specific Strengthen session (selected based on your needs) for Core Literacy and STEM programs.
Coach (2) On-site, 6-hr. Coach session
Suggested enhancements
Launch substitution Virtual, 1-hr. NEW: Amplify Caminos 1st–3rd Ed. transition training for teachers
Launch substitution Virtual, 1-hr. NEW: Amplify CKLA 2nd Ed/Caminos 1st Ed to Amplify CKLA 3rd Ed/Caminos 3rd Ed transition training for teachers
Launch add-on Virtual, 1-hr. Amplify CKLA 3–5 Skills supplement training for teachers
Launch substitution
 Virtual, 1-hr. Amplify CKLA 2nd–3rd Edition transition training for teachers
Launch add-on Virtual, 1-hr. Language Studio for CKLA 3rd Edition session

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify CKLA, Amplify Caminos 3rd Edition, and Amplify Desmos Math K–5 and 6–A1 are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st and 3rd Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify CKLA 3rd Edition/Caminos 3rd Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify Caminos 1st and 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition/Caminos 1st Edition to Amplify CKLA 3rd Edition/Caminos 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition/Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch substitution

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Virtual, 1 hour

Ideal substitution for CKLA 2nd Edition Launch sessions
Participants will get an overview of the similarities and differences between Amplify CKLA 2nd Edition and Amplify CKLA 3rd Edition, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Launch add-on: Language Studio companion training for teachers

On-site and virtual, 3 hour

Ideal add-on for Amplify CKLA (2nd Edition or 3rd Edition) Launch sessions
Participants will be able to summarize the key features of Language Studio. During this session they will connect key segments of Language Studio to ELD instructional best practices, identify the segments of Language Studio, and plan and practice a Language Studio lesson.

Session options: Amplify CKLA 2nd or 3rd Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Hybrid 15 package

Two women look at a computer screen and smile in an office setting. Text reads "Practice: Hybrid package" and "15 hours" with icons on the left side.

Participate in 15 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Strengthen and Coach sessions.

Practice: Hybrid 15 package
Session type Modality/duration What’s included
Strengthen (1) Virtual, 3-hr. Program-specific Strengthen session (selected based on your needs) for Core Literacy and STEM programs.
Coach (2) On-site, 6-hr. Coach session
Suggested enhancements
Launch substitution Virtual, 1-hr. NEW: Amplify Caminos 1st and 3rd Ed. transition training for teachers
Launch substitution Virtual, 1-hr. NEW: Amplify CKLA 2nd Ed./Caminos 1st Ed. to Amplify CKLA 3rd Ed./Caminos 3rd Ed. transition training for teachers
Launch add-on Virtual, 1-hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers
Launch substitution Virtual, 1-hr. Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers
Launch add-on Virtual, 1-hr. Language Studio for CKLA 3rd Edition session

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify CKLA 3rd Edition and Amplify Desmos Math K–5 and 6–A1 sessions are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify Caminos 1st and 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition/Caminos 1st Edition to Amplify CKLA 3rd Edition/Caminos 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition/Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch substitution

Suggested enhancement: Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Virtual, 1 hour

Ideal substitution for CKLA 2nd Edition Launch sessions
Participants will get an overview of the similarities and differences between Amplify CKLA 2nd Edition and Amplify CKLA 3rd Edition, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Launch add-on: Language Studio companion training for teachers

On-site and virtual, 3 hours

Ideal add-on for Amplify CKLA (2nd Edition or 3rd Edition) Launch sessions
Participants will be able to summarize the key features of Language Studio. During this session they will connect key segments of Language Studio to ELD instructional best practices, identify the segments of Language Studio, and plan and practice a Language Studio lesson.

Session options: Amplify CKLA 2nd or 3rd Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Hybrid 13 package

Two women work together at a computer in an office, smiling, with a graphic indicating "Practice: Hybrid package" and "13 hours.

Participate in 13 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Strengthen and Coach sessions.

Practice: Hybrid 13 package
Session type Modality/duration What’s included
Strengthen (1) Virtual, 1-hr. Program-specific Strengthen Focus session (selected based on your needs) for Core Literacy and STEM programs.
Coach (2) On-site, 6-hr. Coach session
Suggested enhancements
Launch substitution Virtual, 1-hr. NEW: Amplify Caminos 1st and 3rd Ed. transition training for teachers
Launch substitution Virtual, 1-hr. NEW: Amplify CKLA 2nd Ed./Caminos 1st Ed. to Amplify CKLA 3rd Ed./Caminos 3rd Ed. transition training for teachers
Launch add-on Virtual, 1-hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers
Launch substitution Virtual, 1-hr. Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify CKLA; Amplify Caminos 3rd Edition; and Amplify Desmos Math K–5, 6–A1, and high school are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify Caminos 1st and 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition/Caminos 1st Edition to Amplify CKLA 3rd Edition/Caminos 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition/Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch substitution

Suggested enhancement: Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Virtual, 1 hour

Ideal substitution for CKLA 2nd Edition Launch sessions
Participants will get an overview of the similarities and differences between Amplify CKLA 2nd Edition and Amplify CKLA 3rd Edition, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 3rd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Virtual 9 package

A person points at a laptop screen displaying an educational program. Text indicates "Practice: Virtual package" and "9 hours" of activity. Icons for learning and fitness are shown on the side.

Participate in 9 hours of program-aligned professional development across three sessions for up to 30 participants. Build understanding of research-based practices and develop knowledge through curated Strengthen and Coach sessions.

Practice: Virtual 9 package
Session type Modality/duration What’s included
Strengthen (1) Virtual, 3-hr. Program-specific Strengthen session (selected based on your needs) for Core Literacy and STEM programs.
Coach (2) Virtual, 3-hr. Coach session
Suggested enhancements
Launch substitution Virtual, 1-hr. NEW: Amplify Caminos 1st and 3rd Ed. transition training for teachers
Launch substitution Virtual, 1-hr. NEW: Amplify CKLA 2nd Ed./Caminos 1st Ed. to Amplify CKLA 3rd Ed./Caminos 3rd Ed. transition training for teachers
Launch add-on Virtual, 1-hr. Amplify CKLA Grade 3–5 Skills supplement training for teachers
Launch substitution Virtual, 1-hr. Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Strengthen: Program-specific sessions

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core Strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach session: Customized support

Amplify CKLA; Amplify Caminos 3rd Edition; and Amplify Desmos Math K–5, 6–A1, and high school are available July 2026.

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify CKLA (2nd and 3rd Edition), Amplify Caminos (1st Edition), Amplify CKLA 2nd Edition/Caminos 1st Edition biliteracy, Amplify ELA 2nd Edition, Amplify Math (Grades 6–A1), Amplify Desmos Math (Grades K–5, 6–A1, or high school), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition/Caminos 1st Edition to Amplify CKLA 3rd Edition/Caminos 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Suggested enhancement: Launch substitution: Amplify CKLA 2nd Edition/Caminos 1st Edition to Amplify CKLA 3rd Edition/Caminos 3rd Edition transition training for teachers

Virtual, 1 hour

Participants will get an overview of the similarities and differences between Amplify Caminos 1st and 3rd Editions, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 2nd Edition/Amplify Caminos 1st Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch substitution

Suggested enhancement: Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Virtual, 1 hour

Ideal substitution for Amplify CKLA 2nd Edition Launch sessions
Participants will get an overview of the similarities and differences between Amplify CKLA 2nd Edition and Amplify CKLA 3rd Edition, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 3rd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Enhancement options

Want to extend learning for teachers and leaders? Have a unique need that you’d like to address? Seeking more targeted coaching options? Our package enhancements allow you to tailor your PD experience to meet the needs of your staff, whether they’re new or returning to the program.

Enhancements can be purchased for all teachers/leaders or a subset of educators.

General enhancement offerings

Session name On-site,
6-hr.		 On-site,
3-hr.		 Virtual,
6-hr.
(2 half days)		 Virtual,
3-hr. 		 Virtual,
1-hr.
Leadership Launch session       A large, light peach-colored checkmark on a transparent background.  
Leadership Strengthen session 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.  
Launch (Practice) session for teachers and leaders   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.
Strengthen session for teachers and leaders   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.
Coach session for teachers and leaders 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.  
Amplify CKLA Grade 3–5 Skills supplement training for teachers         A large, light peach-colored checkmark on a transparent background.
Launch add-on: Language Studio companion training for K–2 or 3–5 teachers   A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Launch substitution: Amplify CKLA 2nd Edition to 3rd Edition transition         A large, light peach-colored checkmark on a transparent background.

Launch add-on

Suggested enhancement: Launch add-on: Amplify CKLA Grade 3–5 Skills supplement training for teachers

Virtual, 1 hour

Learn how to implement Amplify CKLA Grades 3–5 Skills in the classroom. Learn the foundational elements of Amplify CKLA Grades 3–5 Skills, including becoming familiar with materials and key lesson components.

Note:

  • Grade 3 Skills is included in the purchase of Amplify CKLA 2nd Edition, while Grade 4 Skills and Grade 5 Skills can be added on.
  • Grades 3–5 Skills are included with the purchase of Amplify CKLA 3rd Edition.

Session options: Amplify CKLA 2nd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch add-on

Suggested enhancement: Language Studio companion training for teachers

On-site and virtual, 3 hours

Ideal add-on for Amplify CKLA (2nd or 3rd Edition) Launch sessions

Participants will be able to summarize the key features of Language Studio. During this session, they will connect key segments of Language Studio to ELD instructional best practices, identify the segments of Language Studio, and plan and practice a Language Studio lesson.

Session options: Amplify CKLA 2nd or 3rd Edition (Grades K–2 or 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Launch substitution

Suggested enhancement: Amplify CKLA 2nd Edition to 3rd Edition transition training for teachers

Virtual, 1 hour

Ideal substitution for CKLA 2nd Edition Launch sessions
Participants will get an overview of the similarities and differences between Amplify CKLA 2nd Edition and Amplify CKLA 3rd Edition, including becoming familiar with changes in materials; the digital platform; and key lesson, assessment, and reporting components.

Session options: Amplify CKLA 3rd Edition (Grades 3–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Biliteracy packages

Biliteracy packages for Amplify CKLA and Amplify Caminos

We also offer several of the core Amplify CKLA sessions for our biliteracy and Spanish immersion programs. These specialized sessions support educators teaching with both Amplify CKLA and Amplify Caminos programs, facilitated in English, Spanish, or both languages as appropriate.

Contact your account executive for extended PD catalog options or quotes.

Companion programs

Additional sessions are available for Amplify CKLA’s companion programs (Writing Studio and Language Studio).

Get in touch with a PD expert.

Professional development for assessment and intervention programs

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

Learn how to administer and score your assessment and develop a deeper understanding of reporting and instruction by investing in professional development.

Professional Learning Partner Guide Certified Provider

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Contact us
A teacher talks to a student at a desk; two other students, a boy and a girl, are shown smiling and sitting at desks in separate portraits.

About Amplify PD

Change is more likely to stick and get results if you take a systemic approach. Partner with us to do just that by developing a learning plan that will drive your program implementation, enrich your instructional practices, and increase student impact.

Amplify’s professional development is designed to ensure successful, sustained implementation of our programs. Sessions are strategically bundled to provide continuous support, adapting to your K–8 educators’ evolving needs throughout the year.

Four circular icons in a row showing a lightbulb, pencil, whiteboard, and podium, connected by arrows in a cycle, representing stages of a process.

Prepare
Begin
Practice
Advance

Program-agnostic sessions will set up educators for success 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’s programs.

Program-aligned packages will support those who have experience using Amplify’s programs.

Offerings will support advanced implementation, build capacity for instructional leaders, certify in-house trainers to deliver Launch sessions, and more.

Our packages include:

  • Launch sessions: Propel your teachers into the new school year by introducing them to their Amplify program, laying a strong foundation for effective implementation.
  • Strengthen sessions: Enhance implementation with mid-year sessions that target specific instructional practices, providing the support needed to enhance program efficacy.
  • Coach sessions: Provide tailored guidance and support for educators and leaders to address specific needs, refining and advancing their instructional practices.

About Amplify assessment and intervention programs

Amplify’s high-quality programs make it easier for K–8 educators to teach inspiring, impactful lessons that celebrate and develop the brilliance of their students. Equipped with tools that provide robust scaffolding and differentiated instruction, assessment, and intervention, educators gain real-time insights and can provide personalized, actionable plans that support every learner.

Learn how to get the most out of your assessment and intervention program(s) through Amplify’s PD.

Assessment

  • mCLASS® DIBELS® 8th Edition (grades K–8)
  • mCLASS Lectura (grades K–6)
  • mCLASS DIBELS 8th Edition and mCLASS Lectura biliteracy
  • mCLASS Math (grades K–8)

Intervention

  • mCLASS Intervention

We provide PD sessions for all Amplify programs. Contact your account executive to discuss the extended catalog of PD session options or request a quote.

mCLASS Assessments

We’ve created professional development offerings that will help you meet your unique needs this school year. Explore the Begin and Practice packages available for mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS Math (K–8) by selecting the session titles to learn more.

Please note that mCLASS DIBELS 8th Edition and mCLASS Lectura biliteracy sessions are currently unavailable for the Hybrid 4 and Virtual 4 packages.

Begin packages for mCLASS Literacy

Assessment programs

  On-site package
(9 hours)		 Hybrid 9 package
(9 hours)		 Hybrid 4 package
(4 hours)		 Virtual 9 package
(9 hours)		 Virtual 4 package
(4 hours)
  One Launch and Strengthen session per package
Launch sessions
  On-site
6 hr.		 On-site or virtual 3 hr. On-site
3 hr.		 Virtual
6 hr.
(2 half-days)		 Virtual
3 hr.
Administration and instruction essentials for K–8 teachers 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.  
Administration and scoring training for K–8 teachers
     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Administration and reporting training for K–8 leaders     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
      Virtual
1 hr.		   Virtual
1 hr.
NEW: mCLASS additional assessment measures training for K–3 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
NEW: mCLASS Español assessment measures training for K–3 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
NEW: mCLASS/mCLASS Español additional assessment measures training for K–3 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Strengthen sessions
  On-site
3 hr.		 Virtual 
3 hr.		 Virtual
1 hr.		 Virtual 
3 hr.		 Virtual 
1 hr.
Creating a data-driven classroom for K–8 teachers 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.  
Building a data-driven culture for K–8 leaders 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.  
Assessing with fidelity for K–8 teachers
     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Reporting and instruction basics for K–8 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Goal setting and growth outcomes for K–8 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Progress monitoring for K–8 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
Reporting basics for K–8 leaders
     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.

*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.

Add-on
  On-site or virtual,
3 hr.		 On-site,
6 hr.		 Self-paced,
online course
Coach session for individual teachers, grade-level teams, PLCs, and/or instructional leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
mCLASS DIBELS 8th Edition/Lectura: Administration and instruction essentials training for teachers     A large, light peach-colored checkmark on a transparent background.
mCLASS DIBELS 8th Edition: Calibration training for teachers     A large, light peach-colored checkmark on a transparent background.
mCLASS DIBELS 8th Edition: Transition training for DDS teachers     A large, light peach-colored checkmark on a transparent background.

Begin: Launch: Administration and instruction essentials for K–8 teachers


On-site or virtual, 6 hours

Dive into the essentials of your mCLASS assessment program. Learn how to administer and score the assessment(s) and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Launch: Administration and scoring training for K–8 teachers

On-site or virtual, 3 hours

Learn how to administer and score your mCLASS assessment(s) and leave ready to collect data using standardized guidelines.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6)

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Launch: Administration and reporting training for K–8 leaders

On-site or virtual, 3 hours

Prepare to implement your assessment program(s) at your school site(s). Determine systems-level actions that will ensure assessment fidelity and leave ready to leverage key admin reports to support data-informed decisions.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English only.

Available July 2026

Begin: Launch: mCLASS additional assessment measures training for K–3 teachers

Virtual, 1 hour

Participants will dive into the essentials of mCLASS Spelling, RAN, Vocabulary, and/or Oral Language and leave ready to administer the assessment to collect data using standardized guidelines.

Session options: mCLASS DIBELS 8th Edition (K–3)

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Begin: Launch: mCLASS Español assessment measures training for K–3 teachers

Virtual, 1 hour

Participants will dive into the essentials of mCLASS Spelling Español, Vocabulary Español, and/or Oral Language Español and leave ready to administer the assessment to collect data using standardized guidelines.

Session options: mCLASS Lectura (K–3)

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English.

Available July 2026

Begin: Launch: mCLASS/mCLASS Español additional assessment measures training for K–3 teachers

Virtual, 1 hour

Participants will dive into the essentials of mCLASS Spelling/Spelling Español, RAN, Vocabulary/Vocabulary Español, and/or Oral Language/Oral Language Español and leave ready to administer the assessment to collect data using standardized guidelines.

Session options: mCLASS DIBELS 8th Edition (K–3) and mCLASS Lectura (K–3)

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Strengthen: Creating a data-driven classroom for K–8 teachers

On-site or virtual, 3 hours

Dive deep into mCLASS reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust MTSS program.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Strengthen: Building a data-driven culture for K–8 leaders

On-site or virtual, 3 hours

Cultivate a schoolwide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English only.

Begin: Strengthen Focus: Assessing with fidelity for K–8 teachers

Virtual, 1 hour

Fortify your assessment administration with trainer-led practice targeted to your unique needs.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Strengthen Focus: Reporting and instruction basics for K–8 teachers

Virtual, 1 hour

Learn how to use mCLASS classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Strengthen Focus: Goal setting and growth outcomes for K–8 teachers

Virtual, 1 hour

Learn how to use mCLASS Zones of Growth (Zonas de crecimiento for mCLASS Lectura) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Strengthen Focus: Progress monitoring for K–8 teachers

Virtual, 1 hour

Implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Begin: Strengthen Focus: Reporting basics for K–8 leaders

Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English only.

Coach session

On-site, 6 hours or virtual, 3 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

mCLASS DIBELS 8th Edition/Lectura: Administration and instruction essentials for teachers

Online course, self-paced

Dive into the essentials of your mCLASS assessment program through this on-demand course. Learn how to administer and score the assessment and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately 8 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition, mCLASS Lectura

Audience: Teachers, instructional staff (individual seat)

Available July 2026

mCLASS DIBELS 8th Edition: Calibration training course for teachers

Online course, self-paced

Ensure accuracy and reliability of mCLASS DIBELS 8th Edition test administration through this on-demand course. Review how to administer and score each teacher-administered measure, then calibrate your scoring through scoring mastery checks.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately 1–3 hours to complete, depending on learner needs. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition

Audience: Teachers, instructional staff (individual seat)

mCLASS DIBELS 8th Edition: Transition training course for DDS teachers

Online course, self-paced

Prepare to administer and score the DIBELS 8th Edition assessment in the mCLASS platform through this on-demand course. Learn the essentials of your mCLASS assessment program and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately 8 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition

Audience: Teachers, instructional staff (individual seat)

Begin packages for mCLASS Math 2nd Edition

Assessment programs

  On-site package
(6 hours)		 Hybrid 6 package
(6 hours)		 Hybrid 4 package
(4 hours)		 Virtual 6 package
(6 hours)		 Virtual 4 package
(4 hours)
  One Launch and Strengthen session per package
Launch sessions
  On-site
3 hr.		 On-site
6 hr.		 On-site
3 hr.		 Virtual
3 hr.
 Virtual
3 hr.
mCLASS Math 2nd Edition: Program overview for K–5 or 6–8 teachers 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.
NEW: mCLASS Math 2nd Edition: Program overview for K–8 leaders 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.
Strengthen sessions
  On-site
3 hr.		 Virtual 
3 hr.		 Virtual
1 hr.		 Virtual 
3 hr.		 Virtual 
1 hr.
mCLASS Math 2nd Edition: Student thinking and instructional next steps for K–5 or 6–8 teachers 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.  
mCLASS Math 2nd Edition: Leveraging assessment data to strengthen mathematical explanations for K–5 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.
mCLASS Math and Boost Math: Understanding and using data to plan intervention for K–5 or 6–8 teachers 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.  
Add-on
mCLASS Math 2nd Edition: Program overview and instructional next steps course for K–5 teachers

Self-paced online course
mCLASS Math 2nd Edition: Program overview and instructional next steps course for 6–8 teachers

Self-paced online course

New

Begin: mCLASS Math: Program overview for K–5 or 6–8 teachers

Available for grades 6–8 teachers July 2026

On-site or virtual, 3 hours

Dive into the essentials of your mCLASS Math assessment program. Learn how these assessments both highlight students’ strengths and help identify what’s next through an asset-based approach. Leave ready to administer assessments and understand reporting.

Audience: Teachers, instructional staff (maximum 30 participants)

New

Begin: mCLASS Math: Program overview for K–5 or 6–8 leaders

Available for grades K–5 and grades 6–8 leaders July 2026

On-site or virtual, 3 hours

Prepare to implement your mCLASS Math assessment program at your school site(s). Determine systems-level actions that will ensure successful assessment administration and leave ready to leverage key admin reports to support data-informed decisions.

Audience: Teachers, instructional staff (maximum 30 participants)

New

Begin: mCLASS Math: Student thinking and instructional next steps for grades K–5 teachers

Available for grades 6–8 teachers Oct. 2026

On-site or virtual, 3 hours

Explore how mCLASS Math helps determine what students know in relation to grade-level content, and how to use data to inform instructional next steps that support, strengthen, and stretch student thinking. Dig into your own student data and leave with actionable next steps that connect directly to the ways your students are thinking about mathematics.

Audience: Teachers, instructional staff (maximum 30 participants)

New

Begin: mCLASS Math + Boost Math: Understanding and using data to plan intervention for grades K–5 or 6–8 teachers

Available for grades K–5 teachers July 2026 and grades 6–8 teachers Oct. 2026

On-site or virtual, 3 hours

Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.

Audience: Teachers, instructional staff (maximum 30 participants)

New

Begin: Strengthen Focus: mCLASS Math: Leveraging assessment data to strengthen mathematical explanations for grades K–5 or 6–8 teachers

Available for grades K–5 teachers July 2026 and grades 6–8 teachers Oct. 2026

Virtual, 1 hour

Dig into mCLASS Math to reveal what students understand about mathematical concepts and give them the tools to become more clear and confident communicators in math class.

Audience: Teachers, instructional staff (maximum 30 participants)

Available July 2026

Begin: mCLASS Math 2nd Edition: Program overview and instructional next steps for grades K–5 teachers

Online course, self-paced

Through this self-paced, on-demand online course, participants will dive into the essentials of mCLASS Math K–5 and leave ready to administer the assessment, understand reporting, and take instructional next steps based on the data.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately six hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition

Audience: Teachers, instructional staff (individual seat)

Available July 2026

Begin: mCLASS Math 2nd Edition: Program overview and instructional next steps for grades 6–8 teachers

Online course, self-paced

Through this self-paced, on-demand online course, participants will dive into the essentials of mCLASS Math 6–8 and leave ready to administer the assessment, understand reporting, and take instructional next steps based on the data.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately six hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition

Audience: Teachers, instructional staff (individual seat)

Practice packages for mCLASS Literacy

  On-site package
(6 hours)		 Virtual 6 package
(6 hours)		 Virtual 4 package
(4 hours)		 Virtual 2 package
(2 hours)
Two Strengthen sessions per package
Strengthen session titles*
  On-site
3 hr.		 Virtual
3 hr.		 Virtual
3 hr. and 1 hr.		 Virtual
1 hr.
Creating a data-driven classroom for K–8 teachers 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.  
Building a data-driven culture for K–8 leaders 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.  
Assessing with fidelity for K–8 teachers     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Reporting and instruction basics for K–8 teachers     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Progress monitoring for K–8 teachers     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Goal setting and growth outcomes for K–8 teachers     A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
Reporting basics for K–8 leaders      A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.
NEW: mCLASS DIBELS 8 additional assessment measures training for K–8 teachers       A large, light peach-colored checkmark on a transparent background.
NEW: mCLASS Español assessment measures training for K–8 teachers       A large, light peach-colored checkmark on a transparent background.
NEW: mCLASS DIBELS 8 and mCLASS Lectura additional assessment measures training for K–8 teachers       A large, light peach-colored checkmark on a transparent background.

*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.

Add-on
  On-site or virtual, 3 hr. On-site, 6 hr. Self-paced, online course
Coach session for individual teachers, grade-level teams, PLCs, and/or instructional leaders A large, light peach-colored checkmark on a transparent background. A large, light peach-colored checkmark on a transparent background.  
mCLASS DIBELS 8th Edition and Amplify CKLA 3rd Edition: Data-driven instruction for K–5 teachers A large, light peach-colored checkmark on a transparent background.    
mCLASS DIBELS 8th Edition and mCLASS Lectura: Administration and instruction essentials training for teachers     A large, light peach-colored checkmark on a transparent background.
mCLASS DIBELS 8th Edition: Calibration training for teachers     A large, light peach-colored checkmark on a transparent background.
mCLASS DIBELS 8th Edition: Transition training for DDS teachers     A large, light peach-colored checkmark on a transparent background.

Practice: Creating a data-driven classroom for K–8 teachers

On-site or virtual, 3 hours

Dive deep into mCLASS reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust MTSS program.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Practice: Building a data-driven culture for K–8 leaders

On-site or virtual, 3 hours

Cultivate a schoolwide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English only.

Practice: Strengthen Focus: Assessing with fidelity for K–8 teachers

Virtual, 1 hour

Fortify your mCLASS DIBELS 8th Edition assessment administration with trainer-led practice targeted to your unique needs.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Practice: Strengthen Focus: Reporting and instruction basics for K–8 teachers

Virtual, 1 hour

Learn how to use mCLASS classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Practice: Strengthen Focus: Progress monitoring for K–8 teachers

Virtual, 1 hour

Implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Practice: Goal setting and growth outcomes for K–8 teachers

Virtual, 1 hour

Learn how to use mCLASS Zones of Growth (Zonas de crecimiento for mCLASS Lectura) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Practice: Reporting basics for K–8 leaders

Virtual, 1 hour

Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes.

Session options: mCLASS DIBELS 8th Edition (K–8), mCLASS Lectura (K–6), and/or mCLASS DIBELS 8th Edition/Lectura

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English.

Available July 2026

Practice: Strengthen Focus: mCLASS DIBELS 8th Edition additional assessment measures training for K–8 teachers

Virtual, 1 hour

Participants will dive into the essentials of mCLASS Spelling, RAN, Vocabulary, and/or Oral Language and leave ready to administer the assessment to collect data using standardized guidelines.

Session options: mCLASS DIBELS 8th Edition (K–8)

Audience: Leaders (maximum 30 participants)

Available July 2026

Practice: Strengthen Focus: mCLASS Español assessment measures training for K–8 teachers

Virtual, 1 hour

Participants will dive into the essentials of mCLASS Spelling Español, Vocabulary Español, and/or Oral Language Español and leave ready to administer the assessment to collect data using standardized guidelines.

Session options: mCLASS Lectura (K–6)

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English.

Available July 2026

Practice: Strengthen Focus: mCLASS DIBELS 8th Edition and mCLASS Lectura additional assessment measures training for K–8 teachers

Virtual, 1 hour

Participants will dive into the essentials of mCLASS Spelling/Spelling Español, RAN, Vocabulary/Vocabulary Español, and/or Oral Language/Oral Language Español and leave ready to administer the assessment to collect data using standardized guidelines.

Session options: mCLASS DIBELS 8th Edition (K–8) and mCLASS Lectura (K–6)

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura session is facilitated in English or Spanish.

Add on: Coach session

On-site, 6 hours or virtual, 3 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Available October 2026

Add on: mCLASS DIBELS 8th Edition and Amplify CKLA 3rd Edition: Data-driven instruction for K–5 teachers

On-site or virtual, 3 hours

Dive deep into mCLASS reports and instructional recommendations to drive instructional decisions in Amplify CKLA and stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust Multi-Tiered System of Supports program with Amplify CKLA as your core instruction.

Course options: mCLASS DIBELS 8th Edition and Amplify CKLA 3rd Edition

Audience: K–2 or 3–5 teachers, instructional staff (maximum 30 participants)

Add on: mCLASS DIBELS 8th Edition and mCLASS Lectura: Administration and instruction essentials for teachers

Online course, self-paced

Dive into the essentials of your mCLASS assessment program through this on-demand course. Learn how to administer and score the assessment and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately eight hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition, mCLASS Lectura

Audience: Teachers, instructional staff (individual seat)

Available July 2026

Add on: mCLASS DIBELS 8th Edition: Calibration training course for teachers

Online course, self-paced

Ensure accuracy and reliability of mCLASS DIBELS 8th Edition test administration through this on-demand course. Review how to administer and score each teacher-administered measure, then calibrate your scoring through scoring mastery checks.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately 1–3 hours to complete, depending on learner needs. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition

Audience: Teachers, instructional staff (individual seat)

Available July 2026

Add on: mCLASS DIBELS 8th Edition: Transition training course for DDS teachers

Online course, self-paced

Prepare to administer and score the DIBELS 8th Edition assessment in the mCLASS platform through this on-demand course. Learn the essentials of your mCLASS assessment program and leave ready to leverage mCLASS reports and lessons to accelerate data-driven student outcomes.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately eight hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS DIBELS 8th Edition

Audience: Teachers, instructional staff (individual seat)

Amplify intervention PD sessions

Each intervention program offers Launch and Coach sessions for up to 30 participants per program for year one and beyond. Our interactive sessions are available on-site or virtually, empowering teachers and leaders anywhere with the tools and skills they need to inspire all students to think deeply, creatively, and for themselves.

mCLASS Intervention

mCLASS Intervention is a staff-led Tier 2 and Tier 3 reading intervention program that does the heavy lifting of data analysis and lesson sequencing, freeing up teachers to teach the reading skills each student needs. View the table and select the session title to learn more about each mCLASS Intervention PD session.

  On-site or virtual sessions
6 hr.
 Self-paced course
Launch sessions
Initial training for K–6 interventionists and intervention coordinators A large, light peach-colored checkmark on a transparent background.  
Initial training for K–6 interventionists and intervention coordinators   A large, light peach-colored checkmark on a transparent background. 

Coach sessions

  On-site sessions
6 hr.
 On-site or virtual sessions
3 hr.
Coach session
  
Coach session
  

Launch

Propel your teachers into the new school year with sessions that introduce them to their Amplify program(s) and support a strong implementation.

Initial training for K–6 interventionists and intervention coordinators

On-site or virtual, 6 hours

In part 1 of this training, interventionists and intervention coordinators will prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures. In part 2, intervention coordinators will learn the essentials of coordinating mCLASS Intervention and leave ready to implement the program at their school site.

Audience: Teachers, instructional staff, intervention coordinators (maximum 30 participants)

Initial training course for K–6 interventionists and intervention coordinators

Online course, self-paced

Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures through this on-demand course. Intervention coordinators will additionally learn the essentials of coordinating mCLASS Intervention to support implementation at their school site.

Upon finishing the course, participants can download a certificate of completion. This subscription includes an individual seat to the course, which takes approximately three hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Audience: Teachers, instructional staff (individual seat)

Coach

Support teachers and leaders with learning experiences tailored to meet their specific needs.

Coach session

On-site, 6 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Coach session

On-site or virtual, 3 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Additional assessment and intervention programs

Additional sessions and online courses are also available for other mCLASS programs (Paper DIBELS 8th Edition and mCLASS Intervention Universal).

To learn more about enhancing your Amplify experience by purchasing other mCLASS programs and/or accompanying PD sessions, please contact your account executive.

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Amplify Caminos

Built on a systematic scope and sequence, Amplify Caminos offers the explicit instruction needed in today’s classrooms.

We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Teacher observes student completing activity

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended Professional Development Plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recommended sessions are highlighted below.
Audience Title Duration Modality Available
Launch
K–2 teachers Initial training 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
K–2 teachers Program overview Half day Onsite/Remote Yes
Skills Strand (Lectoescritura) initial training 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Skills Strand (Lectoescritura) program overview Half day Onsite/Remote Yes
Knowledge Strand (Conocimiento) initial training 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Knowledge Strand (Conocimiento) program overview Half day Onsite/Remote Yes
3–5 teachers Initial training 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
3–5 teachers Program overview Half day Onsite/Remote Yes
Strengthen
K–2 teachers Enhancing planning & practice Half day Onsite/Remote Yes
Writing Half day Onsite/Remote 12/1/22
3–5 teachers Enhancing planning & practice Half day Onsite/Remote Yes
Writing Half day Onsite/Remote 12/1/22
K–5 teachers Strengthening consultation session 1 hour or 3 1-hour sessions Remote Yes
Coach
K–5 educators (leaders, principals, coaches, and teachers) Coaching session 2 days consecutive Onsite Yes
K–5 educators (leaders, principals, coaches, and teachers) Coaching session 1 day onsite
or 2 half days
remote		 Onsite/Remote Yes
Coaching session Half day Remote Yes

Launch

K–2 teachers

Initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Prepare to implement the Amplify Caminos K–2 program in your classroom! Learn the foundational elements of Amplify Caminos, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Program overview for K–2 teachers

Half day (3 hours)

Learn the foundational elements of Amplify Caminos, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Skills Strand initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Participants will learn the foundational elements of Amplify Caminos Skills Strand, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Skills Strand program overview for K–2 teachers

Half day (3 hours)

Learn the foundational elements of the Amplify Caminos Skills Strand, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Knowledge Strand initial training for K–2 teachers

1 day onsite (6 hours) or 2 half days remote (6 hours)

Participants will learn the foundational elements of the Amplify Caminos Knowledge Strand, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Knowledge Strand program overview for K–2 teachers

Half day (3 hours)

Learn the foundational elements of Amplify Caminos, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

3–5 teachers

Initial training for 3–5 teachers

1 day onsite (6 hours) or 2 half-days remote (6 hours)

Prepare to implement the Amplify Caminos 3–5 program in your classroom! Learn the foundational elements of the program, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully. Participants will begin planning for the first unit and lessons.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Program overview for 3–5 teachers

Half day (3 hours)

Learn the foundational elements of the Amplify Caminos curriculum, including the structure of materials, key lesson elements, and how to deliver specific lesson types successfully.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Strengthen

K–2 teachers

Enhancing planning & practice for K–2 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers

Elevate program knowledge to strengthen your Amplify Caminos K–2 implementation! Understand the progression of foundational skills and focus on high-quality questioning and discussion techniques through lesson study and practice. Participants will practice implementing key instructional elements and leave with annotated lessons.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Writing for K–2 teachers

Half day (3 hours)
Prerequisite training: Initial training for K–2 teachers and 2–3 months of Amplify Caminos instruction

Dig into Amplify Caminos writing instruction and student work in Grades K–2! Identify writing opportunities in the curriculum through analysis of a unit and daily lessons and analyze student writing using a program-aligned rubric. Participants will leave with an annotated unit highlighting the writing opportunities and student grouping suggestions.

Audience: K–2 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

3–5 teachers

Enhancing planning & practice for 3–5 teachers

Half day (3 hours)
Prerequisite training: Initial training for 3–5 teachers

Elevate program knowledge to strengthen your Amplify Caminos 3–5 implementation! Deepen ability to scaffold complex texts by sequencing reading types, prioritizing questions, and using discussion techniques. Participants will practice implementing key instructional elements and leave with scaffolds for complex texts.

Audience: Teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

Writing for 3–5 teachers

Half day (3 hours)
Prerequisite training: Initial Training for 3–5 teachers and 2–3 months of Amplify Caminos instruction

Dig into Amplify Caminos writing instruction and student work in grades 3–5! Identify writing opportunities in the program through analysis of a unit and daily lessons and analyze student writing using a program-aligned rubric. Participants will leave with an annotated unit highlighting the writing opportunities and student grouping suggestions.

Audience: 3–5 teachers (instructional leaders welcome), maximum 30 participants
Modality: Onsite/Remote

K–5 teachers

Strengthening consultation session

1 hour or 3 1-hour sessions
Prerequisite training: Initial training

These 60-minute sessions will focus on a specific topic that will deepen educators’ understanding of Amplify Caminos and equip them with the support they need to drive toward stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and supporting all learners.

Audience: K–5 classroom teachers (instructional leaders welcome), maximum 30 participants
Modality: Remote

Coach

K–5 educators (leaders, principals, coaches, and teachers)

Coaching for K–5 educators

2 days consecutive (6 hours per day, 12 total)
Prerequisite training: Initial training

Strengthen your implementation of Amplify Caminos with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will visit 1–4 school sites for two days. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers and/or instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite

Coaching for K–5 educators

1 day onsite (6 hours) or 2 half days remote (6 hours)
Prerequisite training: Initial training

Strengthen your implementation of Amplify Caminos with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will visit 1–2 school sites for one day. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers and/or instructional leaders (principals and coaches), maximum 30 participants
Modality: Onsite/Remote

Coaching for K–5 educators

Half day (3 hours)
Prerequisite training: Initial training

Strengthen your implementation of Amplify Caminos with a Coaching onsite visit for your teachers and/or leaders! An Amplify facilitator will virtually visit for a half day. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling (conducted by an Amplify facilitator) and debriefing, grade-level planning, classroom observations, and leadership consultation.

Audience: Teachers and/or instructional leaders (principals and coaches)
Modality: Remote

Pricing

We offer the following pricing for training sessions and packages:

Session typePricing
2-day onsite session$4800
1-day onsite session$3200
1-day remote session (2 half days remote)$1500
Half-day onsite session$2500
Half-day remote session$750
1-hour strengthening consultation session$350
3 1-hour strengthening consultation sessions$1000
Customized Amplify Caminos onsite or remote sessionPrice will vary

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Professional development for core programs

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

Learn and apply impactful instructional techniques and develop a deeper understanding of your Amplify program(s) by investing in professional development.

Professional Learning Partner Guide Certified Provider

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

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About Amplify core programs

Amplify’s high-quality programs make it easier for you to teach inspiring, impactful lessons that celebrate and develop the brilliance of your students. By equipping teachers with resources and strategies to provide robust scaffolding and differentiated instruction, Amplify’s core programs ensure that all students can fully engage with rigorous subject matter.

Literacy

  • Amplify ELAR K–5
  • Amplify SLAR K–5
  • Amplify ELAR 6–8

STEM

  • Amplify Math
  • Desmos Math
  • Amplify Desmos Math (for Grades K–Algebra 1)*
  • Amplify Science

We provide PD sessions for all Amplify programs. Contact your account executive to discuss the extended catalog of PD session options or request a quote.

*Amplify Desmos Math is a new core PreK–12 program from Amplify and Desmos Classroom—available in English and Spanish—that applies a problem-based approach to get results by developing deep conceptual understanding, procedural fluency, and application. Contact us to learn more about the packages and sessions currently available.

About Amplify Professional Development (PD)

Change is more likely to stick and get results when you take a systemic approach. Partner with us to do just that by developing a learning plan that will drive your program implementation, enrich your instructional practices, and increase student impact. Begin and Practice packages are available for core programs.


Prepare
Begin
Practice
Advance
Program-agnostic sessions will set up educators for success 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’s programs. Program-aligned packages will support those who have experience using Amplify’s programs. Offerings will support advanced implementation, build capacity for instructional leaders, certify in-house trainers to deliver Launch sessions, and more.

At each phase of implementation, we offer a range of unique packages and offerings. Sessions are strategically bundled for multiple touch points throughout the year. A variety of high-quality sessions set educators up for success with Amplify programs—whether you’re years into using them or just starting out.

Session types

Select a package to uncover the benefits of a customizable Coach session.

LAUNCH STRENGTHEN COACH
Beginning of year Mid-year, end of year Mid-year, end of year
Illustration of a rocket ship with a red tip, gray fins, and orange flames, featuring a person with red hair visible through a window.
Illustration of a woman with red hair lifting a dumbbell, sweating and flexing her arm to show a muscle.
Three people are in a rowboat; two are rowing while the third faces them, appearing to give instructions or shout.
Propel your teachers into the new school year with sessions that introduce them to their Amplify program and support them in a strong implementation.
 Boost implementation with sessions that target specific instructional practices.
 Guide teachers and leaders with targeted learning tailored to their specific needs.
Before teaching
 After 6+ weeks of teaching
  
Select a package to reveal the components of a launch session. To explore the core strengthen sessions, select your program: Select a package to uncover the benefits of a customizable Coach session.
Literacy Strengthen sessions
STEM Strengthen sessions

Interactive sessions empower teachers and leaders implementing Amplify programs, giving them the tools and skills they need to inspire all students to think deeply, creatively, and for themselves.

Explore enhancement options to see how you can further customize your package to build capacity in teachers and leaders and meet the needs of all learners within Amplify literacy, biliteracy, and/or STEM program(s).

Begin packages

You’re in your first year of implementation. You’re ready to start making the shift to evidence-based practices, using your Amplify program(s). You know that individual change is critical to organizational change. Let us support educators with professional development that develops new skills, knowledge, and a positive orientation to change.

Explore the program-aligned package options below to learn more about the modality and duration of each Launch, Strengthen, and Coach session available to you during your first year of implementation.

Select from flexible on-site, hybrid, or virtual packages, including:

  • Launch sessions to introduce Amplify programs and support strong implementation.
  • Strengthen sessions to deepen understanding of the program.
  • Coach sessions to elevate instructional practice and help meet teachers’ and schools’ specific needs.

Each package supports up to 30 participants in similar grade bands.

Overview: Begin packages for Amplify core programs

Package title and duration On-site package (15 hours) Hybrid
on-site package (15 hours)		 Hybrid 10 package (10 hours) Hybrid virtual package (15 hours) Virtual package   (7 hours)
Launch
One session per package		 On-site
6 hr.		 On-site
6 hr.		 On-site
3 hr.		 Virtual
6 hr.
(2 half-days)		 Virtual
3 hr.
Strengthen
One session per package		 On-site
3 hr.		 Virtual
3 hr.		 Virtual
1 hr.		 Virtual
3 hr.		 Virtual
1 hr.
Coach
One session per package		 On-site
6 hr.		 On-site
6 hr.		 On-site
6 hr.		 On-site
6 hr.		 Virtual
3 hr.
Suggested enhancements
Launch add-on On-site or virtual,
3 hr. session		 Program overview for leaders

On-site package

Begin: On-site packages include program-aligned, on-site Launch, Strengthen, and Coach sessions. Providing 15 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Begin: On-site package
(15 hours for 30 participants)
    Select the session to learn more.
Launch (1) On-site, 6-hr. session Initial training for teachers
Strengthen (1) On-site, 3-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (1) On-site, 6-hr. session Coach session
Suggested enhancements On-site or virtual,
3-hr. session		 Program overview for leaders

Launch

Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Initial training for teachers

On-site, 6 hours

Initial training sessions are designed for educators who are new to our program. In our initial training session, educators are oriented to the key components of their program(s), including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Suggested enhancement: Program overview for leaders

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively coordinating the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy; Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will partner closely with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify Math, Amplify Desmos Math, Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Hybrid 15 on-site package

Begin: Hybrid 15 on-site packages include program-aligned, on-site Launch, Strengthen, and Coach sessions. Providing 15 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Begin: Hybrid 15 on-site package
(15 hours for 30 participants)
    Select the session to learn more.
Launch (1) On-site, 6-hr. session Initial training for teachers
Strengthen (1) Virtual, 3-hr. session Explore the Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (1) On-site, 6-hr. session Coach session
Suggested enhancements On-site or virtual,
3-hr. session		 Program overview for leaders

Launch

Propel yourself into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Initial training for teachers

On-site, 6 hours

Initial training sessions are designed for educators who are new users. In our initial training session, educators are oriented to the key components of the program, including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Suggested enhancement: Program overview for leaders

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively supporting the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy; Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve student’s learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify Math, Amplify Desmos Math, Amplify Science

Audience: Individual teachers, grade-level teams, PLCs,and/or instructional leaders (maximum 30 participants)

Hybrid 10 package

The Begin: Hybrid 10 package includes program-aligned, on-site and virtual Launch, Strengthen, and Coach sessions. Providing 10 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Begin: Hybrid 10 package
(10 hours for up to 30 participants)
    Select the session to learn more.
Launch (1) On-site, 6-hr. session Program overview for teachers
Strengthen (1) Virtual, 1-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (1) On-site, 6-hr. session Coach session
Suggested enhancements On-site or virtual,
3-hr. session		 Program overview for leaders

Launch

Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Program overview for teachers

On-site, 3 hours

Program overview sessions provide a basic introduction for educators who are new users of the program. In a program overview session, educators learn how to get started with the key features and materials of the program.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Suggested enhancements: Program overview for leaders

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively supporting the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy; Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve student’s learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify Math, Amplify Desmos Math, Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Hybrid 15 virtual package

Begin: Hybrid 15 virtual packages include program-aligned, on-site Launch, Strengthen, and Coach sessions. Providing 15 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Begin: Hybrid 15 virtual package
(15 hours for up to 30 participants)
    Select the session to learn more.
Launch (1) Virtual, 6-hr. session
(2 half-days)		 Initial training for teachers
Strengthen (1) Virtual, 3-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (1) On-site, 6-hr. session Coach session
Suggested enhancements On-site or virtual,
3-hr. session		 Program overview for leaders

Launch

Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Initial training for teachers

Virtual, 6 hours (2 half-days)

Initial training sessions are designed for educators who are new to our program. In our initial training session, educators are oriented to the key components of their program(s), including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Suggested enhancement: Program overview for leaders

On-site or virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively supporting the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy; Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Virtual package

Begin: Virtual packages include program-aligned, on-site Launch, Strengthen, and Coach sessions. Providing seven hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Begin: Virtual package
(7 hours for up to 30 participants)
    Select the session to learn more.
Launch (1) Virtual, 3-hr. session Program overview for teachers
Strengthen (1) Virtual, 1-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (1) Virtual, 3-hr. session Coach session
Suggested enhancements
Launch add-on
 On-site, 3-hr. session Program overview for leaders

Launch

Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Program overview for teachers

Virtual, 3 hours

Program overview sessions provide a basic introduction for educators who are new users of the program. In a program overview session, educators learn how to get started with the key features and materials of the program.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Suggested enhancement: Program overview for leaders

Virtual, 3 hours

The program overview for leaders session supports district and school-level instructional leaders in effectively supporting the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy; Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

Virtual, 3 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

Practice packages

You’re becoming familiar with Amplify programs and are ready to deepen your knowledge and implementation. Our team will facilitate learning that emphasizes deeper understanding of resources and instructional practices through learning experiences focused on continuous improvement, enhancing your understanding of your Amplify program(s), and customized coaching.

Explore the program-aligned package options below to learn more about the modality and duration of each Strengthen and Coach session available to you at any time during your second year of implementation.

Select from flexible on-site, hybrid, or virtual packages, including:

  • Strengthen sessions to deepen understanding of the program, expand practice, and drive student outcomes.
  • Coach sessions to elevate instructional practice and help meet teachers’ and schools’ specific needs.

Each package supports up to 30 participants in similar grade bands.

Overview: Practice packages for Amplify core programs

Select the package title to view session descriptions

Package title and duration On-site package
(15 hours)		 Hybrid 15 package
(15 hours)		 Hybrid 13 package
(13 hours)		 Virtual package
(9 hours)
Strengthen*  One session per package On-site, 3-hr. Virtual, 3-hr. Virtual,1-hr. Virtual, 3-hr.

Coach
Two sessions per package    

 On-site, 6-hr. On-site, 6-hr. On-site, 6-hr. Virtual, 3-hr.

*The topics of the Strengthen sessions will vary in Practice packages as determined by the needs of the school/district.

Suggested enhancements
Select the sessions to learn more.
Launch add-on
 Virtual, 1-hr. session Amplify ELAR Grade 3 Skills supplement training for teachers

On-site package

Practice: On-site packages include program-aligned, on-site Strengthen and Coach sessions. Providing 15 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Practice: On-site package
(15 hours for up to 30 participants)
    Select the session to learn more.
Strengthen (1) On-site, 3-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (2) On-site, 6-hr. session Practice: Coach session
Suggested enhancements
Select the sessions to learn more.
Launch add-on
 Virtual, 1-hr. session Amplify ELAR Grade 3 Skills supplement training for teachers

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve student’s learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet educators’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

New

Suggested enhancement: Amplify ELAR Grade 3 Skills supplement for teachers

Virtual, 1 hour

Participants will get an overview of how to implement Amplify ELAR Grade 3 Skills in their classrooms! Learn the foundational elements of Amplify ELAR Grade 3 Skills, including becoming familiar with materials and key lesson components.

Session options: Amplify ELAR

Audience: Grade 3–5 teachers, instructional staff (maximum 30 participants)

Hybrid 15 package

Practice: Hybrid on-site packages include program-aligned, on-site and virtual Strengthen and Coach sessions. Providing 15 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Practice: Hybrid 15 package
(15 hours for 30 participants)
    Select the session to learn more.
Strengthen (1) Virtual, 3-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (2) On-site, 6-hr. sessions Coach session
Suggested enhancements
Select the sessions to learn more.
Launch add-on Virtual, 1-hr. session Amplify ELAR Grade 3 Skills supplement training for teachers

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet educators’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

New

Suggested enhancement: Amplify ELAR Grade 3 Skills supplement for teachers

Virtual, 1 hour

Ideal add-on to Launch sessions
Participants will get an overview of how to implement Amplify ELAR Grade 3 Skills in their classrooms! Learn the foundational elements of Amplify ELAR Grade 3 Skills, including becoming familiar with materials and key lesson components.

Session options: Amplify ELAR

Audience: Grade 3–5 teachers, instructional staff (maximum 30 participants)

Hybrid 13 package

Practice: Hybrid on-site packages include program-aligned, on-site and virtual Strengthen and Coach sessions. Providing 13 hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Practice: Hybrid 13 package
(13 hours for 30 participants)
    Select the session to learn more.
Strengthen (1) Virtual, 1-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (2) On-site, 6-hr. sessions Coach session
Suggested enhancements
Select the sessions to learn more.
Launch add-on Virtual, 1-hr. session Amplify ELAR Grade 3 Skills supplement training for teachers

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Elevate instructional practice and help meet educators’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

New

Suggested enhancement: Amplify ELAR Grade 3 Skills supplement for teachers

Virtual, 1 hour

Ideal add-on to Launch sessions
Participants will get an overview of how to implement Amplify ELAR Grade 3 Skills in their classrooms! Learn the foundational elements of Amplify ELAR Grade 3 Skills, including becoming familiar with materials and key lesson components.

Session options: Amplify ELAR

Audience: Grade 3–5 teachers, instructional staff (maximum 30 participants)

Virtual package

Practice: Virtual packages include program-aligned, virtual Strengthen and Coach sessions. Providing nine hours of professional development for up to 30 participants, this package will build understanding of research-based practices supported by Amplify program(s) and develop knowledge and skills through a variety of curated sessions.

Practice: Virtual package
(9 hours for 30 participants)
    Select the session to learn more.
Strengthen (1) Virtual, 3-hr. session Explore Core Literacy and Core STEM Strengthen sessions. Session titles scheduled upon request.
Coach (2) Virtual, 3-hr. sessions Coach session
Suggested enhancements
Select the sessions to learn more.
Launch add-on Virtual, 1-hr. session Amplify ELAR Grade 3 Skills supplement training for teachers

Strengthen

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

To explore the available core strengthen sessions, select your program:

Literacy Strengthen sessions STEM Strengthen sessions

Amplify will closely partner with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve student’s learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Coach

Support teachers and leaders with learning experiences tailored to meet their specific needs.

Coach session

On-site, 6 hours

Elevate instructional practice and help meet educators’ specific needs with customizable Coach sessions.

Session options: Amplify ELAR, Amplify SLAR, or Amplify ELAR/SLAR biliteracy, Amplify ELAR 6–8, Amplify Math, Desmos Math 6–A1, Amplify Desmos Math (Grades K–5 or 6–A1), Amplify Science (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs,
and/or instructional leaders (maximum 30 participants)

New

Suggested enhancement: Amplify ELAR Grade 3 Skills supplement for teachers

Virtual, 1 hour

Ideal add-on to Launch sessions
Participants will get an overview of how to implement Amplify ELAR Grade 3 Skills in their classrooms! Learn the foundational elements of Amplify ELAR Grade 3 Skills, including becoming familiar with materials and key lesson components.

Session options: Amplify ELAR

Audience: Grade 3–5 teachers, instructional staff (maximum 30 participants)

Enhancement options

Want to extend learning for teachers and leaders? Have a unique need that you’d like to address? Seeking more targeted coaching options? Our package enhancements allow you to tailor your PD experience to meet the needs of your staff, whether they’re new or returning to the program.

Enhancements can be purchased for all teachers/leaders or a subset of educators.

General enhancement offerings

Add-on session name Leadership Launch session Leadership Strengthen session Launch
(Practice) session
 Strengthen session
 Coach session
 Amplify ELAR Grade 3 Skills supplement for teachers session
Session audience Leader Leader Teacher, Leader Teacher, Leader Teacher, Leader Teacher
Session modality
/duration		 On-site
3-hr.		 On-site
3-hr.		 On-site
6-hr.		 On-site
3-hr.		 On-site
6-hr.		 Virtual
1-hr.
Virtual
3-hr.		 Virtual
3-hr.		 On-site
3-hr.		 Virtual
3-hr.		 Virtual
3-hr.		 –
– – Virtual 6 hr.
(2 half-days)		 Virtual
1-hr.		 – –
– – Virtual
3-hr.		 – – –

Biliteracy packages

Biliteracy packages for Amplify ELAR and Amplify SLAR

Built on the Science of Reading, Amplify Texas English Language Arts and Reading (ELAR) sequences deep content knowledge with research-based foundational skills. Amplify ELAR is a K–5 literacy curriculum that inspires curiosity and drives results, empowering all students with rich background knowledge.

Amplify SLAR serves as the perfect Spanish language arts partner to Amplify ELAR. These aligned programs combine deep content knowledge with systematic foundational skills instruction grounded in the Science of Reading. They adhere to biliteracy principles and support multiple teaching models.

The table below lists Amplify ELAR and Amplify SLAR packages for first year implementation and beyond.

Begin packages

  On-site
package
(15 hours)		 Hybrid on-site package
(15 hours)		 Hybrid virtual package
(15 hours)		 Virtual package
(10 hours)
Select the session title to view each description.
Launch session
Initial training for teachers		 On-site 6 hr. On-site 6 hr.  Virtual, 6 hr. (2 half-days) Virtual, 6 hr. (2 half-days)
Strengthen session
Session titles scheduled upon request.		 On-site 3 hr. Virtual 3 hr. Virtual 3 hr. Virtual 1 hr.
Explore Core Literacy Strengthen sessions aligned with the duration and modality of your biliteracy package.
Coach session On-site 6 hr. On-site 6 hr. On-site 6 hr. Virtual 3 hr.

Practice packages

  On-site
package
(15 hours)		 Hybrid 15 package
(15 hours)		 Hybrid 13 package
(13 hours)		 Virtual package
(9 hours)
Strengthen session On-site 3 hr. Virtual 3 hr. Virtual 1 hr. Virtual 3 hr.
Explore Core Literacy Strengthen sessions aligned with the duration and modality of your biliteracy package.
Coach sessions (2) On-site 6 hr. On-site 6 hr. On-site 6 hr. Virtual 3 hr.

Companion programs

Additional sessions are available for Amplify ELAR’s companion programs (Writing Studio and Language Studio).

To learn more about enhancing your Amplify experience by purchasing companion programs and/or accompanying PD sessions, please contact your account executive.

Get in touch with a PD expert

We’re here to provide answers and guidance as you explore your PD journey. Fill out the form to connect with us and discover how Amplify PD can enhance your educational journey.

Amplify ELA CA Edition professional development

Amplify ELA is an engaging and rigorous curriculum designed specifically for grades 6–8. With Amplify ELA, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves.

We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!

Professional Learning Partner Guide Certified Provider

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Two women sit at a desk; one types on a laptop while the other writes in a spiral notebook. Both are smiling. Colorful posters are visible on the wall behind them.

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended professional development plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recomended sessions are highlighted below

Title Duration Modality Available
Launch
Comprehensive initial + ELD training for teachers 2 days consecutive Onsite Yes
Initial training for teachers 1 day Onsite Yes
Initial training for teachers 2 half days Remote Yes
Program overview Half day Onsite/Remote Yes
Initial training for instructional leaders Half day Onsite/Remote Yes
Comprehensive ELD training for teachers Half day Remote Yes
Basic ELD training for teachers 90 min. Remote Yes
Strengthen
Enhancing observations for leaders Half day Onsite/Remote 09/01/22
Enhancing planning and practice Half day Onsite/Remote Yes
Analytic reading Half day Onsite/Remote Yes
Supporting all learners Half day Onsite/Remote Yes
Data-informed instruction Half day Onsite/Remote Yes
Writing: Improving through feedback Half day Onsite/Remote Yes
Strengthening consultation package 3 1-hour sessions Remote Yes
Strengthening consultation session 1 hour Remote Yes
Coach
Coaching sessions 2 days consecutive Onsite Yes
Coaching sessions 1 day Onsite/Remote Yes
Half day Onsite/Remote Yes

Launch

Comprehensive initial and ELD training

2 consecutive days (12 hours)

Prepare to implement and support Amplify ELA and Amplify ELD instruction in your schools! Learn about the integrated and designated approaches to supporting language learners using our ELD and ELA programs. Participants will learn how to navigate the Amplify platform, practice giving feedback on student work, and explore how to use Amplify ELA’s reporting features and embedded supports to monitor student progress. Multiple opportunities to practice components of Amplify ELA and Amplify ELD are incorporated throughout this training. Participants will leave feeling confident to begin teaching Amplify ELA and Amplify ELD. Recommended for schools or districts that want embedded practice time. This session is designed for schools who have purchased Amplify ELD, Amplify’s English Language Development program.

Audience: Teachers and coaches, maximum 30 participants

Modality: Onsite

Initial training for teachers

1 day (6 hours)

Prepare to implement and support Amplify ELA instruction in your schools! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn how to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will leave with an action plan to begin teaching Amplify ELA.

Audience: Teachers and coaches, maximum 30 participants; Remote, maximum 15 participants

Modality: Onsite

Initial training for teachers

2 half days (3 hours per day, 6 hours total)

This full day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within 2 weeks. The same participants should attend both sessions in order to receive all content about key components of Amplify ELA, which includes learning how to navigate, teach, and monitor student progress.

Audience: Teachers and coaches, maximum 30 participants

Modality: Remote

Program essentials

Half day (3 hrs)

Learn the program essentials, including how to navigate the digital curriculum and print materials components and how to locate assessments, data reports, and other features associated with the curriculum.

Audience: Teachers and coaches, maximum 30 participants

Modality: Onsite/Remote

Initial training for instructional leaders

Half day (3 hours)

This training will provide district-and school-level instructional leaders with an overview of Amplify ELA so that they can support their staff in implementing Amplify. Learn basic navigation and gain an understanding of Amplify ELA’s approach to reading, writing, and language instruction. Participants will then have the opportunity to choose how to best support teachers by either developing a school-wide implementation plan or learning strategies for effective classroom observations.

Audience: Ideal for instructional leaders, principals and district staff who oversee the implementation of the new curriculum, maximum 30 participants

Modality: Onsite/Remote

Comprehensive ELD training

Half day (3 hours)

This session is designed for schools who have purchased Amplify ELD, Amplify’s English Language Development program. It reviews the integrated and designated approaches to supporting language learners using our ELA and ELD programs. Participants will learn how to navigate the Amplify ELD platform, plan to teach a lesson, and monitor student progress. Multiple opportunities to practice components of Amplify ELD are incorporated throughout this training. Participants will leave feeling confident to begin teaching Amplify ELD.

Audience: This is an add-on for schools who have already been using or attended an ELA Initial training, maximum 30 participants

Modality: Remote

Basic ELD training

90 min.

This session is designed for schools that have purchased Amplify ELD, Amplify’s English Language Development program. It reviews the integrated and designated approaches to supporting language learners using our ELA and ELD programs. Participants will learn how to navigate the Amplify ELD platform, plan to teach a lesson, and monitor student progress. Participants will leave feeling prepared to begin teaching Amplify ELD.

Audience: This is an add-on for schools who have already been using or attended an ELA Initial training, maximum 30 participants

Modality: Remote

Strengthen

Enhancing observations for leaders

Half day (3 hours)

Prerequisite training: Initial training for leaders

Elevate your program knowledge to support colleagues with effective ELA implementation! Practice analyzing ELA lessons and identify key instructional elements and next steps. Participants will be prepared to analyze data and enhance classroom observations.

Audience: Ideal for instructional leaders, principals and district staff who oversee the implementation of the new curriculum, maximum 30 participants

Modality: Onsite/Remote

Enhancing planning and practice

Half day (3 hours)

Dig into one unit to unpack standards, assessments, and student engagement. Through backward planning, this session guides teachers to think deeply about learning outcomes and key moments of formative assessments. Teachers will leave this session with a detailed plan for a unit of their choice that includes learning outcomes, key assessment moments, and aligned instructional strategies.

Audience: Ideal for new or experienced Amplify ELA teachers or coaches, maximum 30 participants

Modality: Onsite/Remote

Analytic reading

half day (3 hours)

Participants will learn how close reading functions in Amplify ELA and which teacher moves support students as they tackle complex texts. Participants will learn how to facilitate a close reading session to support key reading routines, as well as promote academic discourse and the type of collaboration that drives analysis and deepens understanding.

Audience: Ideal for new or experienced Amplify ELA teachers, maximum 30 participants

Modality: Onsite/Remote

Supporting all learners

Half day (3 hours)

Participants will learn how to effectively use embedded and differentiated supports and the Classwork app to support all students, including ELLs, students with learning disabilities, struggling readers and writers, and advanced students.

Audience: Ideal for new teachers or instructional leaders who want to learn more about included supports in Amplify ELA, maximum 30 participants

Modality: Onsite/Remote

Data-informed instruction

Half day (3 hours)

Participants will review their own student data using the Reporting and Classwork apps and align embedded supports to specific student needs. The goal of this session is to become proficient in turning Amplify ELA data into differentiated and targeted instruction.

Note: This course can be combined with the supporting all learners session to make a full day of training.

Prerequisite: 4–6 weeks of student data in Amplify’s Reporting app. It is recommended that teachers are in at least Unit B.

Audience: Ideal for teachers or support staff who want to learn how to use student data to inform instruction and provide differentiation, maximum 30 participants

Modality: Onsite/Remote

Writing: Improving through feedback

Half day (3 hours)

Participants will learn how writing functions in Amplify ELA and which teacher moves support students as they build writing skills. Participants will learn how feedback supports student growth and will practice giving targeted feedback based on rubrics and assessment data.

Audience: This course tasks teachers to look at their students’ writing, so it is recommended for delivery after 4–6 weeks of curriculum use, maximum 30 participants

Modality: Onsite/Remote

Strengthening consultation package

3 1-hour sessions

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding in ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on: engagement, pacing and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants

Modality: Remote

Strengthening consultation session

1 hour

This 60-minute session will focus on a specific topic that will deepen educators’ understanding in ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants

Modality: Remote

Coach

Coaching session

2 days consecutive (6 hours per day, 12 total)

Strengthen your implementation of Amplify ELA with an Onsite coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants

Modality: Onsite

Coaching session

1 day (6 hours)

Strengthen your implementation of Amplify ELA with an Onsite coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders

Modality: Onsite/Remote, maximum 30 participants

Coaching session

Half day (3 hours)

Strengthen your implementation of Amplify ELA with a Coaching session for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants

Modality: Onsite/Remote

Pricing

We offer the following pricing for training sessions and packages:

Session type Pricing
2 consecutive days onsite session $4,800
1-day onsite session $3,200
1-day remote session (2 half days remote) $1,500
Half-day onsite session $2,500
Half-day remote session $750
90-min. remote session $500
1-hour remote session $350
3 1-hour remote sessions $1,000

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

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Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Recommended professional development plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recommended sessions are highlighted below

Title Duration Modality Available
Launch
Comprehensive initial training for teachers 2 days consecutive Onsite Yes
Initial training for teachers 1 day Onsite Yes
Initial training for teachers 2 half days Remote Yes
Program overview Half day Onsite/Remote Yes
Initial training for instructional leaders Half day Onsite/Remote Yes
Strengthen
Enhancing observations for leaders Half day Onsite/Remote 09/01/22
Enhancing planning and practice Half day Onsite/Remote Yes
Analytic reading Half day Onsite/Remote Yes
Supporting all learners Half day Onsite/Remote Yes
Data-informed instruction Half day Onsite/Remote Yes
Strengthen consultation session 1 hour Remote Yes
Strengthen consultation package 3 1-hour sessions Remote Yes
Coach
Coaching sessions 2 days consecutive Onsite Yes
Coaching sessions 1 day Onsite/Remote Yes
Half day Onsite/Remote Yes

Launch

Comprehensive initial training for teachers

2 days consecutive (6 hours per day, 12 hours total)

Prepare to implement and support Amplify ELA instruction in your schools! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will engage in multiple opportunities to practice components of Amplify ELA and leave confident to begin teaching.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite/Remote

Initial training for teachers

1 day (6 hours)

Prepare to implement and support Amplify ELA instruction in your schools! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will leave with an action plan to begin teaching Amplify ELA.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite

Initial training for teachers

Two half days (3 hours per day, 6 hours total)

This full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within ~2 weeks. The same participants should attend both sessions in order to receive all content about key components of Amplify ELA, which includes learning how to navigate, teach, and monitor student progress.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Program essentials

Half day (3 hours)

Learn the program essentials including how to navigate the digital curriculum, print materials components and how to locate assessments, data reports and other features associated with the curriculum.

Audience: Teachers and coaches, maximum 30 participants.
Modality: Onsite/Remote

Initial training for instructional leaders

Half day (3 hours)

This training will provide district- and school-level instructional leaders with an overview of Amplify ELA so that they can support their staff in implementing Amplify. Learn basic navigation and gain an understanding of Amplify ELA’s approach to reading, writing, and language instruction. Participants will then have the opportunity to choose how to best support teachers by either developing a school-wide implementation plan or learning strategies for effective classroom observations.

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Strengthen

Enhancing observations for leaders

Half day (3 hours)

Elevate your program knowledge to support colleagues with effective ELA implementation! Practice analyzing ELA lessons and identify key instructional elements and next steps. Participants will be prepared to analyze data and enhance classroom observations.

Prerequisite training: Initial training for leaders

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Enhancing planning and practice

Half day (3 hours)

Dig into one unit to unpack standards, assessments, and student engagement. Through backward planning, this session guides teachers to think deeply about learning outcomes and key moments of formative assessments. Teachers will leave this session with a detailed plan of a unit of their choice that includes learning outcomes, key assessment moments, and aligned instructional strategies.

Audience: Ideal for new or experienced Amplify ELA teachers or coaches, maximum 30 participants
Modality: Onsite/Remote

Analytic reading

Half day (3 hours)

Participants will learn how close reading functions in Amplify ELA and which teacher moves support students as they tackle complex texts. Participants will learn how to facilitate a close reading session to support key reading routines, as well as promote academic discourse and the type of collaboration that drives analysis and deepens understanding.

Audience: Ideal for new or experienced Amplify ELA teachers, maximum 30 participants
Modality: Onsite/Remote

Supporting all learners

Half day (3 hours)

Participants will learn how to effectively use embedded and differentiated supports and the Classwork app to support all students, including English language learners (ELLs), students with learning disabilities, struggling readers and writers, and advanced students.

Audience: Ideal for new teachers or instructional leaders who want to learn more about included supports in Amplify ELA, maximum 30 participants
Modality: Onsite/Remote

Data-informed instruction

Half day (3 hours)

Participants will review their own student data using the Reporting and Classwork apps and align embedded supports to specific student needs. The goal of this session is to become proficient in turning Amplify ELA data into differentiated and targeted instruction.

Note: This course can be combined with the supporting all learners session to make a full day of training.

Prerequisite: 4–6 weeks of student data in Amplify’s Reporting app. It is recommended that teachers are in at least Unit B.

Audience: Ideal for teachers or support staff who want to learn how to use student data to inform instruction and provide differentiation, maximum 30 participants
Modality: Onsite/Remote

Strengthening consultation session

1 hour

This 60-minute session will focus on a specific topic that will deepen educators’ understanding of ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding in ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on: engagement, pacing and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Coach

Coaching session

2 days consecutive (6 hours per day, 12 total)

Strengthen your implementation of Amplify ELA with an onsite Coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Coaching session

1 day (6 hours)

Strengthen your implementation of Amplify ELA with an onsite Coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Coaching session

Half day (3 hours)

Strengthen your implementation of Amplify ELA with a Coaching session for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Pricing

We offer the following pricing for training sessions and packages:

Session typePricing
2-day onsite session$4,800
1-day onsite session$3,200
1-day remote session (2 half days remote)$1,500
Half-day onsite session$2,500
Half-day remote session$750
1-hour remote session$350
3 1-hour remote sessions$1,000

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Amplify Science professional development

Amplify Science blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!

Professional Learning Partner Guide Certified Provider

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Three women sitting at a table using a tablet to discuss stimulus funding for schools in a professional meeting.

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended professional development plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recommended sessions are highlighted below.
Audience Title Duration Modality Available
Launch
K–5 instructional leaders Administrators’ program overview Half day Onsite/Remote Yes^
TK teachers Transitional kindergarten program overview Half day Onsite/Remote Yes
K–5 teachers Initial training 1 day onsite
or 2 days
remote		 Onsite/Remote Yes*^
K–5 teachers Program overview Half day Onsite/Remote Yes
Interactive Classroom consultation 90 min. Remote Yes
6–8 instructional leaders Administrators’ program overview Half day Onsite/Remote Yes
6–8 teachers Initial training 1 day onsite
or 2 days
remote		 Onsite/Remote Yes*
6–8 teachers Program overview Half day Onsite/Remote Yes
Strengthen
K–5 instructional leaders Strengthening consultation session 60 min. Remote 6/2022
Strengthening consultation package 3 1-hour sessions Remote 6/2022
K–5 teachers Guided unit internalization Half day Onsite/Remote Yes
K–5 teachers The Assessment System Half day Onsite/Remote Yes
Supporting all learners with complex texts Half day Onsite/Remote Yes
Writing in science Half day Onsite/Remote Yes
Supporting English learners Half day Onsite/Remote Yes
Strengthening consultation session 60 min. Remote 6/2022
Strengthening consultation package 3 1-hour sessions Remote 6/2022
6–8 instructional leaders Strengthening consultation session 60 min. Remote 6/2022
Strengthening consultation package 3 1-hour sessions Remote 6/2022
6–8 teachers Guided unit internalization Half day Onsite/Remote Yes
6–8 teachers The Assessment System Half day Onsite/Remote Yes
Supporting all learners with complex texts Half day Onsite/Remote Yes
Writing in science Half day Onsite/Remote Yes
Supporting English learners Half day Onsite/Remote Yes
Engineering Internships Half day Onsite/Remote Yes
Science Seminar Half day Onsite/Remote Yes
Strengthening consultation session 60 min. Remote  6/2022
Strengthening consultation package 3 1-hour sessions Remote  6/2022
Coach
K–5 instructional leaders Job-Embedded Coaching (JEC) 1 day Onsite Yes
K–5 teachers Job-Embedded Coaching (JEC) 1 day Onsite/Remote Yes
6–8 instructional leaders Job-Embedded Coaching (JEC) 1 day Onsite Yes
6–8 teachers Job-Embedded Coaching (JEC) 1 day Onsite/Remote Yes
Note for all workshops:  Any single three-hour offering can be repeated on the same day with different audiences to make one full-day session.
*When delivered remotely, this full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within ~2 weeks. The same participants should attend both sessions in order to receive all content. This flexible scheduling opportunity for remote sessions will be available starting 6/2022.

^Session will be available for IC customers after June 1, 2022.

Launch

For teachers

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)*
Grade band: K–1 / K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8

In the first half of this session, participants learn the essentials necessary to implement Amplify Science with success. They learn to navigate the digital Amplify Science platform and become familiar with planning resources and strategies. Through a model lesson and guided reflection, participants build an understanding of the instructional approach to teaching and learning. In the second half of this session, participants dig deeper into unit resources to start planning for instruction for their first grade-level unit.

When delivered as a grade band session, Part 1 will feature an exemplar from the following units:

  • K–1 workshops feature an exemplar from the grade 1 unit Animal and Plant Defenses.
  • K–5 workshops feature an exemplar from the grade 4 unit Energy Conversions.
  • 6–8 workshops feature an exemplar from the Metabolism Core unit.

When delivered as a grade level session, Part 1 features the following units:

  • K: Needs of Plants and Animals
  • 1: Animal and Plant Defenses
  • 2: Plant and Animal Relationships
  • 3: Balancing Forces
  • 4: Energy Conversions
  • 5: Patterns of Earth and Sky

6–8 workshops feature one of the following units:

  • Metabolism
  • Plate Motion
  • Force and Motion

Interactive Classroom customers: Select K-5 grade band or K, 1, 2, 3, 4, 5 grade level sessions (available starting 6/2022)

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*When delivered remotely, this full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within two weeks. The same participants should attend both sessions in order to receive all content. This flexible scheduling opportunity for remote sessions will be available starting 6/2022.

Interactive Classroom consultation

90 minutes
Grade band: K–5
Prerequisite: Initial training or program overview

In this remote consultation session, participants prepare to leverage Amplify Science’s new K-5 Interactive Classroom experience. The session includes a walkthrough of new digital features available to teachers and an opportunity for participants to experience these enhancements through modeled activities from an exemplar K-5 unit. The session closes with time for participants to explore the digital features and ask questions to support their planning.

*This session is designed for experienced Amplify Science users who are new to adding Interactive Classroom.

Audience: Teachers, maximum 30 participants
Modality: Remote

Program overview

Half day (3 hours)
Grand band: K–1, K–5, 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8

In this session, participants learn the essentials necessary to implement Amplify Science with success. They learn to navigate the digital Amplify Science platform and become familiar with planning resources and strategies. Through a model lesson and guided reflection, participants build an understanding of the instructional approach to teaching and learning.

When delivered as a grade band session, an exemplar will be featured from the following units:

  • K–1 workshops feature an exemplar from the grade 1 unit Animal and Plant Defenses.
  • K–5 workshops feature an exemplar from the grade 4 unit Energy Conversions.
  • 6–8 workshops feature an exemplar from Metabolism.

When delivered as a grade level session, the following units will be featured:

  • K: Needs of Plants and Animals
  • 1: Animal and Plant Defenses
  • 2: Plant and Animal Relationships
  • 3: Balancing Forces
  • 4: Energy Conversions
  • 5: Patterns of Earth and Sky

6–8 workshops feature one of the following units:

  • Metabolism
  • Plate Motion
  • Force and Motion

Interactive Classroom customers: Select K-5 grade band or K, 1, 2, 3, 4, 5 grade level sessions

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Transitional kindergarten program overview

Half day (3 hours)
Grade level: TK

In this session, participants dive into exploring and planning for the first TK unit, Wondering About Noises in Trees. They engage with model activities, experience key instructional routines, and plan how they’ll implement this flexible curriculum in their classrooms. Participants collaborate to build a deep understanding of the TK instructional approach and structure. They will leave ready to start instruction in their classrooms, and take away a suite of additional resources to support their preparation for other TK units.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remotewelcome), maximum 30 participants
Modality: Onsite/Remote

For instructional leaders

Administrators’ program overview

Half day (3 hours)
Grade band: K–5 / 6–8

In this session, instructional leaders become familiar with the principles of phenomenon-based teaching and learning, and experience the instructional approach of Amplify Science units. Leaders consider their essential role supporting teachers and students with the implementation of a new science curriculum.

Interactive Classroom customers: Select K-5 grade band session (available starting 6/2022)

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Onsite/Remote

Strengthen

For teachers

The Assessment System

Half day (3 hours)
Grade band: K–5 / 6–8
Prerequisite: Initial training or program overview

In this session, participants learn about the structure and purpose of the varied formative and summative opportunities in the Amplify Science Assessment System. Participants experience and analyze a sample formative assessment, deepen their understanding of unit learning progressions, and acquire strategies for collecting, analyzing, and responding to student assessment data. Collaborative reflections and discussions support participants’ understanding of the relationships among different types of assessments and their unit’s learning goals.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Supporting all learners with complex texts

Half day (3 hours)
Grade band: K–5 / 6–8
Prerequisite: Initial training or program overview

In this session, participants learn strategies to support all students as they access the complex texts in Amplify Science units. They explore the connections among the ways professional scientists read and how Amplify Science lessons build students’ capacity as science readers. The workshop includes a model reading sequence, collaborative problem-solving around common student reading challenges, and planning time for upcoming reading lessons in participants’ units.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Writing in science

Half day (3 hours)
Grade band: K–5 / 6–8
Prerequisite: Initial training or program overview

K–5: In this session, participants develop an understanding of how the Amplify Science writing approach supports students to engage in science practices, make sense of science ideas, and develop as writers. Participants experience an example multimodal instructional sequence that demonstrates the connections among informal daily writing and the more structured formal scientific explanations and arguments students write in each Amplify Science unit. They dig into resources for analyzing student writing then apply their learning to plan for supporting student writing in their unit.

6-8: In this session, participants develop an understanding of how the Amplify Science writing approach supports students to engage in science practices, make sense of science ideas, and develop as writers. Participants experience an example instructional sequence that demonstrates the varied purposes for frequent small, informal writing opportunities in multimodal science instruction, then they analyze how each core unit’s culminating Science Seminar experience works as a scaffold to support students as they write sophisticated scientific arguments. The session closes with a guided reflection on strategies for supporting student writing.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Supporting English learners

Half day (3 hours)
Grade band: K–5 / 6–8
Prerequisite: Initial training or program overview

In this session, participants explore strategies to support English learners’ ability to do, talk, read, write, visualize, and construct arguments like scientists. By engaging in model activities, participants deepen their knowledge of the critical role that language and literacy play in developing scientific understanding. Participants become familiar with the research-based principles underlying the embedded supports and strategies in Amplify Science, which aid in students’ development of disciplinary literacy in science.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Guided unit internalization

Half day (3 hours)
Grade band: K–5 / 6–8
Grade level: TK, K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

In this session, participants leverage a planning protocol to internalize an upcoming unit. They apply their understanding of how students engage in three-dimensional learning throughout the unit to plan for the diverse needs of their classrooms and students.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Engineering Internships

Half day (3 hours)
Grade level: 6, 7, 8
Prerequisite: Initial training or program overview

In this session, participants explore and plan for the first Engineering Internship of their grade-level course. Participants are oriented to the Futura Workspace and other digital tools used with students in the internship experience. Participants also dive deeper into how students apply science concepts from core units to construct design solutions, learning engineering concepts and practices throughout the process.

Workshop will feature one of the following units:

  • Metabolism Engineering Internship
  • Plate Motion Engineering Internship
  • Force and Motion Engineering Internship

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Science Seminar

Half day (3 hours)
Grade band: 6–8
Prerequisite: Initial training or program overview

This session focuses on the culminating Science Seminar sequence at the end of the grades 6–8 core units, in which students apply the conceptual understanding built throughout the unit to engage in argumentation about a unique but related phenomenon. Participants experience a Science Seminar sequence from an exemplar unit as students do, then dive into a unit at their grade level to internalize the Science Seminar sequence and plan for instruction.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Strengthening consultation session

60-minute session
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

This 60-minute session focuses on a specific topic that will deepen teachers understanding of Amplify Science. An Amplify facilitator will align with the school or district leadership team in advance on the topic (chosen from a menu of options) that will best meet teachers’ unique options.

Topics include:

  • Supporting Diverse Learners: Exploring the resources (for K–8 teachers)
  • Supporting Diverse Learners: Leveraging and Building upon Embedded Supports A: Teacher modeling and student discourse (for K–8 teachers)
  • Supporting Diverse Learners: Leveraging and Building upon Embedded Supports B: Multimodal instruction
  • Planning an Amplify Science lesson (for K–8 teachers)
  • Unit kits and materials prep (for K–5 teachers)
  • Grading with Amplify Science (for K–8 teachers)
  • Analyzing Student Work (for K–8 teachers)

Available starting 6/2022.

Audience: Teachers, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions
Grade band:K–5 / 6–8
Grade level:K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite:Initial training or program overview

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen teachers understanding of Amplify Science. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet teachers’ unique needs.

Available starting 6/2022.

Audience:Teachers, maximum 30 participants
Modality: Remote

For instructional leaders

Strengthening consultation session

60-minute session
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Administrators’ program overview

These 60 minute sessions will focus on a specific topic that will deepen instructional leaders’ understanding in Amplify Science and equip them in driving towards stronger student outcomes. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet instructional leaders’ unique needs.

Topic available for summer 2022: Amplify Science classroom look-fors (for K-8 leaders).

Available starting 6/2022.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions
Grade band: K–5 / 6–8
Prerequisite: Administrators’ program overview

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen leaders’ understanding of Amplify Science. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet leaders’ unique needs.

Available starting 6/2022.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Remote

Coach

For teachers

Job-Embedded Coaching (JEC) services: Teachers

1 day (6 hours)
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

Strengthen your implementation of Amplify Science with a coaching onsite visit for your teachers. An Amplify Science Professional Learning Specialist can visit classrooms for observation and debriefs with focused feedback and/or facilitate PLC or grade-level meetings to support teachers with planning decisions. The flexible coaching design allows for a collaborative and personalized approach to support effective program implementation.

Audience: Teachers, maximum 30 participants
Modality: Onsite/Remote

For instructional leaders

Job-Embedded Coaching (JEC): Administrators

1 day (6 hours)
Grade band: K–5 / 6–8
Prerequisite: Administrators’ program overview

In our Coaching sessions, instructional leaders engage in facilitated Professional Learning Walks (PLW)—non-evaluative classroom observations of Amplify Science classrooms that focus on building capacity to identify indicators of strong implementation of the program. Classroom look-fors focus on the use of instructional resources (material access/use and the Classroom Wall), instructional delivery (unpacking the unit phenomena and multimodal instruction), and monitoring of instruction (supporting all learners and use of the Assessment System). Leaders collaboratively analyze collected data in order to identify strengths and areas for growth specific to the implementation of Amplify Science for their teaching teams. Leaders leave with an action plan for supporting their teachers based on the analysis and reflection from the PLW.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Onsite

Pricing

We offer the following pricing for training sessions and packages:

Session typePricing
2 consecutive full day onsite sessions$4,800
1-day onsite session$3,200
1-day remote session (2 half days)$1,500
1-day remote coaching session$1,200
Half-day onsite session$2,500
Half-day remote session$750
90-minute remote session$500
60-minute remote session$350
3 1-hour remote sessions$1,000
Customized Amplify Science onsite or remote packagesPrice will vary

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Amplify ELA: Florida Edition professional development

Amplify ELA is an engaging and rigorous curriculum designed specifically for grades 6–8. With Amplify ELA, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves.

We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!

Professional Learning Partner Guide Certified Provider

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Two women sit at a desk; one types on a laptop while the other writes in a spiral notebook. Both are smiling. Colorful posters are visible on the wall behind them.

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Infographic showing three stages: Launch (rocket icon), Strengthen (person with cube), and Coach (people rowing), each representing phases of a teaching support program throughout the school year.

Recommended professional development plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recommended sessions are highlighted below

Title Duration Modality Available
Launch
Comprehensive initial training for teachers 2 days consecutive Onsite Yes
Initial training for teachers 1 day Onsite Yes
Initial training for teachers 2 half days Remote Yes
Program overview Half day Onsite/Remote Yes
Initial training for instructional leaders Half day Onsite/Remote Yes
Strengthen
Enhancing observations for leaders Half day Onsite/Remote 09/01/22
Enhancing planning and practice Half day Onsite/Remote Yes
Analytic reading Half day Onsite/Remote Yes
Supporting all learners Half day Onsite/Remote Yes
Data-informed instruction Half day Onsite/Remote Yes
Strengthen consultation session 1 hour Remote Yes
Strengthen consultation package 3 1-hour sessions Remote Yes
Coach
Coaching sessions 2 days consecutive Onsite Yes
Coaching sessions 1 day Onsite/Remote Yes
Half day Onsite/Remote Yes

Launch

Comprehensive initial training for teachers

2 days consecutive (6 hours per day, 12 hours total)

Prepare to implement and support Amplify ELA instruction in your schools! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will engage in multiple opportunities to practice components of Amplify ELA and leave confident to begin teaching.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite/Remote

Initial training for teachers

1 day (6 hours)

Prepare to implement and support Amplify ELA instruction in your schools! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will leave with an action plan to begin teaching Amplify ELA.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite

Initial training for teachers

Two half days (3 hours per day, 6 hours total)

This full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within ~2 weeks. The same participants should attend both sessions in order to receive all content about key components of Amplify ELA, which includes learning how to navigate, teach, and monitor student progress.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Program essentials

Half day (3 hours)

Learn the program essentials including how to navigate the digital curriculum, print materials components and how to locate assessments, data reports and other features associated with the curriculum.

Audience: Teachers and coaches, maximum 30 participants.
Modality: Onsite/Remote

Initial training for instructional leaders

Half day (3 hours)

This training will provide district- and school-level instructional leaders with an overview of Amplify ELA so that they can support their staff in implementing Amplify. Learn basic navigation and gain an understanding of Amplify ELA’s approach to reading, writing, and language instruction. Participants will then have the opportunity to choose how to best support teachers by either developing a school-wide implementation plan or learning strategies for effective classroom observations.

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Strengthen

Enhancing observations for leaders

Half day (3 hours)

Elevate your program knowledge to support colleagues with effective ELA implementation! Practice analyzing ELA lessons and identify key instructional elements and next steps. Participants will be prepared to analyze data and enhance classroom observations.

Prerequisite training: Initial training for leaders

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Enhancing planning and practice

Half day (3 hours)

Dig into one unit to unpack standards, assessments, and student engagement. Through backward planning, this session guides teachers to think deeply about learning outcomes and key moments of formative assessments. Teachers will leave this session with a detailed plan of a unit of their choice that includes learning outcomes, key assessment moments, and aligned instructional strategies.

Audience: Ideal for new or experienced Amplify ELA teachers or coaches, maximum 30 participants
Modality: Onsite/Remote

Analytic reading

Half day (3 hours)

Participants will learn how close reading functions in Amplify ELA and which teacher moves support students as they tackle complex texts. Participants will learn how to facilitate a close reading session to support key reading routines, as well as promote academic discourse and the type of collaboration that drives analysis and deepens understanding.

Audience: Ideal for new or experienced Amplify ELA teachers, maximum 30 participants
Modality: Onsite/Remote

Supporting all learners

Half day (3 hours)

Participants will learn how to effectively use embedded and differentiated supports and the Classwork app to support all students, including English language learners (ELLs), students with learning disabilities, struggling readers and writers, and advanced students.

Audience: Ideal for new teachers or instructional leaders who want to learn more about included supports in Amplify ELA, maximum 30 participants
Modality: Onsite/Remote

Data-informed instruction

Half day (3 hours)

Participants will review their own student data using the Reporting and Classwork apps and align embedded supports to specific student needs. The goal of this session is to become proficient in turning Amplify ELA data into differentiated and targeted instruction.

Note: This course can be combined with the supporting all learners session to make a full day of training.

Prerequisite: 4–6 weeks of student data in Amplify’s Reporting app. It is recommended that teachers are in at least Unit B.

Audience: Ideal for teachers or support staff who want to learn how to use student data to inform instruction and provide differentiation, maximum 30 participants
Modality: Onsite/Remote

Strengthening consultation session

1 hour

This 60-minute session will focus on a specific topic that will deepen educators’ understanding of ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding in ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on: engagement, pacing and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Coach

Coaching session

2 days consecutive (6 hours per day, 12 total)

Strengthen your implementation of Amplify ELA with an onsite Coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Coaching session

1 day (6 hours)

Strengthen your implementation of Amplify ELA with an onsite Coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Coaching session

Half day (3 hours)

Strengthen your implementation of Amplify ELA with a Coaching session for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Pricing

We offer the following pricing for training sessions and packages:

Session type Pricing
2-day onsite session $4,800
1-day onsite session $3,200
1-day remote session (2 half days remote) $1,500
Half-day onsite session $2,500
Half-day remote session $750
1-hour remote session $350
3 1-hour remote sessions $1,000

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended professional development plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Title Duration Modality Available
Launch
Amplify ELAR Texas 6–8 Comprehensive initial training for teachers 2 days consecutive Onsite Yes
Amplify ELAR Texas 6–8 Initial training for teachers 1 day Onsite Yes
Amplify ELAR Texas 6–8 Initial training for teachers 2 half days Remote Yes
Amplify ELAR Texas 6–8 Initial training for instructional leaders Half day Onsite/Remote Yes
Amplify ELAR Texas 6–8 Getting started package Sess 1: 90 min.
Sess 2: 60 min.
Sess 3: 60 min.		 Remote Yes
Strengthen
Amplify ELAR Texas 6–8 Enhancing observations for leaders
 Half day Onsite/Remote 09/01/22
Amplify ELAR Texas 6–8 Enhancing planning and practice Half day Onsite/Remote Yes
Amplify ELAR Texas 6–8 Analytic reading Half day Onsite/Remote Yes
Amplify ELAR Texas 6–8 Supporting all learners Half day Onsite/Remote Yes
Amplify ELAR Texas 6–8 Data-informed instruction Half day Onsite/Remote Yes
Amplify ELAR Texas 6–8 Strengthening consultation package 3 1-hour sessions Remote Yes
Amplify ELAR Texas 6–8 Strengthening consultation session 1 hour Remote Yes
Coach
Amplify ELAR Texas 6–8 Coaching sessions 2 days consecutive Onsite Yes
Amplify ELAR Texas 6–8 Coaching sessions
 1 day Onsite/Remote Yes
Half day Onsite/Remote Yes

Launch

Amplify ELAR Texas 6–8 Comprehensive initial training for teachers

2 days consecutive (6 hours per day, 12 hours total)

Prepare to implement and support Amplify ELAR Texas instruction in your schools! Learn how Amplify ELAR Texas supports students through rigorous and engaging instruction. Participants will navigate the Amplify ELAR Texas platform, learn to give feedback on student work, and explore how to use the embedded supports and the Reporting app to monitor student progress. Participants will engage in multiple opportunities to practice components of Amplify ELAR Texas and leave confident to begin teaching.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite

Amplify ELAR Texas 6–8 Initial training for teachers

1 day (6 hours)

Prepare to implement and support Amplify ELAR Texas instruction in your schools! Learn how Amplify ELAR Texas supports students through rigorous and engaging instruction. Participants will navigate the Amplify ELAR Texas platform, learn to give feedback on student work, and explore how to use the embedded supports and the Reporting app to monitor student progress. Participants will leave with an action plan to begin teaching Amplify ELAR Texas.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite

Amplify ELAR Texas 6–8 Initial training for teachers

2 half days (3 hours per day, 6 hours total)

This full day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within ~2 weeks. The same participants should attend both sessions in order to receive all content about key components of Amplify ELAR Texas, which includes learning how to navigate, teach, and monitor student progress.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Amplify ELAR Texas 6–8 Initial training for instructional leaders

Half day (3 hours)

This training will provide district and school-level instructional leaders with an overview of Amplify ELAR Texas so that they can support their staff in implementing Amplify. Learn basic navigation and gain an understanding of Amplify’s approach to reading, writing, and language instruction. Participants will then have the opportunity to choose how to best support teachers by either developing a school-wide implementation plan or learning strategies for effective classroom observations.

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Getting started package

Participants will review the foundational elements of the program, including the structure of materials, and engage in a structured planning process. This 90 minute consultation session will focus on the upcoming unit participants are preparing to teach. This package includes 90 minutes of remote PD and two 60 minute follow-up remote sessions.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Remote

Strengthen

Amplify ELAR Texas 6–8 Enhancing observations for leaders

Half day (3 hours)

Prerequisite Training: Initial training for leaders

Elevate your program knowledge to support colleagues with effective ELAR implementation! Practice analyzing Amplify ELAR Texas lessons and identify key instructional elements and next steps. Participants will be prepared to analyze data and enhance classroom observations.

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Enhancing planning and practice

Half day (3 hours)

Dig into one unit to unpack standards, assessments, and student engagement. Through backward planning, this session guides teachers to think deeply about learning outcomes and key moments of formative assessments. Teachers will leave this session with a detailed plan of a unit of their choice, that includes learning outcomes, key assessment moments, and aligned instructional strategies.

Audience: Ideal for new or experienced Amplify ELAR Texas teachers or coaches, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Analytic Reading

Half day (3 hours)

Participants will learn how analytic reading functions in Amplify ELAR Texas and which teacher moves support students as they tackle complex texts. Participants will learn how to facilitate a close reading session to support key reading routines and promote academic discourse and the type of collaboration that drives analysis and deepens understanding.

Audience: Ideal for new or experienced Amplify ELAR Texas teachers, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Supporting all learners

Half day (3 hours)

Participants will learn how to effectively use embedded and differentiated supports and the Classwork app to support all students, including English language learners (ELL), students with learning disabilities, struggling readers, and writers, and advanced students.

Audience: Ideal for new teachers or instructional leaders who want to learn more about included supports in Amplify ELAR Texas, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Data-informed instruction

Half day (3 hours)

Prerequisite: 4–6 weeks of student data in Amplify’s Reporting app. It is recommended that teachers are in at least Unit B.

Participants will review their own student data using the Reporting and Classwork apps and align embedded supports to specific student needs. The goal of this session is to become proficient in turning Amplify ELAR Texas data into differentiated and targeted instruction. Note: This course can be combined with the Supporting All Learners session to make a full day of training.

Audience: Ideal for teachers or support staff who want to learn how to use student data to inform instruction and provide differentiation, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Strengthening consultation session


1 hour

This 60-minute session will focus on a specific topic that will deepen educators” understanding in Amplify ELAR Texas and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators unique needs. The menu includes sessions on engagement, pacing, and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Amplify ELAR Texas 6–8 Strengthening consultation package

3 1-hour sessions

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding in ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on engagement, pacing, and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Coach

Amplify ELAR Texas 6–8 Coaching session

2 days consecutive (6 hours per day, 12 total)

Strengthen your implementation of Amplify ELAR Texas with an onsite Coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite

Amplify ELAR Texas 6–8 Coaching session

1 day (6 hours)

Strengthen your implementation of Amplify ELAR Texas with an onsite Coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Amplify ELAR Texas 6–8 Coaching session

Half day (3 hours)

Strengthen your implementation of Amplify ELAR Texas with a Coaching session for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to lesson modeling and debrief (conducted by an Amplify coach), grade-level planning, classroom observations, and leadership consultation. The flexible coaching design allows for a collaborative approach to supporting effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Pricing

We offer the following pricing for training sessions and packages:

Session type Pricing
2-day onsite session $4,800
1-day onsite session $3,200
1-day remote session (2 half days remote) $1,500
Half-day onsite session $2,500
Half-day remote session $750
1-hour remote session $350
Remote getting started package $1,000
3 1-hour remote sessions $1,000

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Amplify ELA professional development

Amplify ELA is an engaging and rigorous curriculum designed specifically for grades 6–8. With Amplify ELA, students learn to tackle any complex text and make observations, grapple with interesting ideas, and find relevance for themselves.

We’ve created a wide suite of professional development offerings that will help you meet your unique needs. Find out more below!

Professional Learning Partner Guide Certified Provider

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

A male teacher in a red shirt explaining a lesson to a young female student who is reading a book in a classroom.

Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

Illustration of three educational phases: a teacher launches a rocket, another reads a book, and four individuals discuss in a meeting setting.

Recommended Professional Development Plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

Recomended sessions are highlighted below

Title Duration Modality Available
Launch
Comprehensive initial training for teachers 2 days consecutive Onsite Yes
Initial training for teachers 1 day Onsite Yes
Initial training for teachers 2 half days Remote Yes
Program overview Half day Onsite/Remote Yes
Initial training for leaders Half day Onsite/Remote Yes
Strengthen
Enhancing observations for leaders Half day Onsite/Remote 09/01/22
Enhancing planning and practice Half day Onsite/Remote Yes
Analytic reading Half day Onsite/Remote Yes
Supporting all learners Half day Onsite/Remote Yes
Data-informed instruction Half day Onsite/Remote Yes
Writing: Improving through feedback Half day Onsite/Remote Yes
Strengthening consultation session 1 hour Remote Yes
Strengthening consultation package 3 1-hour sessions Remote Yes
Coach
Coaching sessions 2 days consecutive Onsite Yes
Coaching sessions 1 day Onsite/Remote Yes
Half day Onsite/Remote Yes

Launch

Comprehensive initial training for teachers

2 days consecutive (6 hours per day, 12 hours total)

Prepare to implement and support Amplify ELA instruction in your school! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will have multiple opportunities to practice components of Amplify ELA and leave confident to begin teaching.

Audience: Teachers and coaches
Modality: Onsite, maximum 30 participants

Initial training for teachers

1 day (6 hours)

Prepare to implement and support Amplify ELA instruction in your schools! Learn how Amplify ELA supports students through rigorous and engaging ELA instruction. Participants will navigate the Amplify ELA platform, learn to give feedback on student work, and explore how to use Amplify ELA’s embedded supports and Reporting app to monitor student progress. Participants will leave with an action plan to begin teaching Amplify ELA.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite

Initial training for teachers

2 half days (3 hours per day, 6 hours total)

This full day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within ~2 weeks. The same participants should attend both sessions in order to receive all content about key components of Amplify ELA, which includes learning how to navigate, teach, and monitor student progress.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Program essentials

Half day (3 hours)

Learn the program essentials, including how to navigate the digital curriculum and print materials and where to locate features like assessments and data reports.

Audience: Teachers and coaches, maximum 30 participants
Modality: Onsite/Remote

Initial training for instructional leaders

Half day (3 hours)

This training will provide district- and school-level instructional leaders with an overview of Amplify ELA so that they can support their staff in implementing Amplify.

Learn basic navigation and gain an understanding of Amplify ELA’s approach to reading, writing, and language instruction. Participants will then have the opportunity to choose how to best support teachers by either developing a school-wide implementation plan or learning strategies for effective classroom observations.

Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Strengthen

Enhancing observations for leaders

Half day (3 hours)

Elevate your program knowledge to support colleagues with effective ELA implementation! Practice analyzing ELA lessons and identify key instructional elements and next steps. Participants will be prepared to analyze data and enhance classroom observations.

Prerequisite training: Initial training for leaders
Audience: Ideal for instructional leaders, principals, and district staff who oversee the implementation of the new curriculum, maximum 30 participants
Modality: Onsite/Remote

Enhancing planning and practice

Half day (3 hours)

Dig into one unit to unpack standards, assessments, and student engagement. Through backward planning, this session guides teachers to think deeply about learning outcomes and key moments of formative assessments. Teachers will leave this session with a detailed plan of a unit of their choice that includes learning outcomes, key assessment moments, and aligned instructional strategies.

Audience: Ideal for new or experienced Amplify ELA teachers or coaches, maximum 30 participants
Modality: Onsite/Remote

Analytic reading

Half day (3 hours)

Participants will learn how close reading functions in Amplify ELA and which teacher moves will support students tackling complex texts. Participants will also learn how to facilitate a close reading session to develop key reading routines, promote academic discourse, and encourage the type of collaboration that drives analysis and deepens understanding.

Audience: Ideal for new or experienced Amplify ELA teachers, maximum 30 participants
Modality: Onsite/Remote

Supporting all learners

Half day (3 hours)

Participants will learn how to effectively use embedded and differentiated supports and the Classwork app to support all students, including ELLs, students with learning disabilities, struggling readers and writers, and advanced students.

Audience: Ideal for new teachers or instructional leaders who want to learn more about included supports in Amplify ELA, maximum 30 participants
Modality: Onsite/Remote

Data-informed instruction

Half day (3 hours)

Participants will review their own student data using the Reporting and Classwork apps and align embedded supports to specific student needs. The goal of this session is to become proficient in turning Amplify ELA data into differentiated and targeted instruction.

Note: This course can be combined with the supporting all learners session to make a full day of training.

Prerequisite: 4–6 weeks of student data in Amplify’s Reporting app. It is recommended that teachers are in at least Unit B.
Audience: Ideal for teachers or support staff who want to learn how to use student data to inform instruction and provide differentiation, maximum 30 participants
Modality: Onsite/Remote

Writing: Improving through feedback

Half day (3 hours)

Participants will learn how writing functions in Amplify ELA and which teacher moves support students as they build writing skills. Participants will learn how feedback supports student growth and will practice giving targeted feedback based on rubrics and assessment data.

Audience: This course asks teachers to look at their students’ writing, so it is recommended for delivery after 4–6 weeks of curriculum use, maximum 30 participants
Modality: Onsite/Remote

Strengthening consultation session

1 hour

This 60-minute session will focus on a specific topic that will deepen educators’ understanding in Amplify ELAR Texas and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on: engagement, pacing and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions

This package consists of three 60-minute session that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen educators’ understanding in ELA and equip them with the tools needed to drive stronger student outcomes. An Amplify facilitator will align with the school or district leadership team in advance of the session on the topic (chosen from a menu of options) that will best meet educators’ unique needs. The menu includes sessions on: engagement, pacing and grading/assessment.

Audience: Teachers and coaches, maximum 30 participants
Modality: Remote

Coach

Coaching session

2 days consecutive (6 hours per day, 12 total)

Strengthen your implementation of Amplify ELA with an onsite coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite

Coaching session

1 day (6 hours)

Strengthen your implementation of Amplify ELA with an onsite coaching visit for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible onsite coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Coaching session

Half day (3 hours)

Strengthen your implementation of Amplify ELA with a coaching session for your teachers and/or leaders. Participants can choose from a variety of topics that include, but are not limited to: lesson modeling and debrief (conducted by an Amplify ELA coach), grade-level planning, classroom observations, and leadership consultation. The flexible coaching design allows for a collaborative approach to support effective program implementation.

Audience: Teachers, coaches, and/or instructional leaders, maximum 30 participants
Modality: Onsite/Remote

Pricing

We offer the following pricing for training sessions and packages:

TypePricing
2-day onsite session$4,800
1-day onsite session$3,200
1-day remote session (2 half days remote)$1,500
Half-day onsite session$2,500
Half-day remote session$750
1-hour remote session$350
3 1-hour remote sessions$1,000

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

9

Amplify Science professional development

Amplify Science blends hands-on investigations, literacy-rich activities, and interactive digital tools to empower students to think, read, write, and argue like real scientists and engineers. We’ve created a wide suite of professional development offerings that will help you meet your unique needs this school year. Find out more below!

Professional Learning Partner Guide Certified Provider

Amplify CKLA, ELA, and Science professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

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Plan your professional development

We’re excited to partner with you on your Amplify journey. Flexible professional development pathways have been designed to meet your needs.

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Recommended Professional Development Plan

Our team has curated a recommended professional learning path from initial launch to continuous support. Use the Professional Development Planning Guide below to discuss the plan that best meets your school or district needs with your Account Executive.

View the Professional Development Planning Guide

Sessions overview

AudienceTitleDurationModalityAvailable
Foundations
K–5 instructional leadersAdministrators’ program overviewHalf dayOnsite/Remote6/2022
Administrators’ program overview for interactive classroomHalf dayOnsite/Remote6/2022
K–5 teachersInitial training1 day onsite
or 2 half days
remote		Onsite/RemoteYes*
Program overviewHalf dayOnsite/RemoteYes
Initial training for Interactive Classroom1 day onsite
or 2 half days
remote		Onsite/Remote6/2022
Program overview for Interactive ClassroomHalf dayOnsite/RemoteYes
6–8 instructional leadersAdministrators’ program overviewHalf dayOnsite/RemoteYes
6–8 teachersInitial training1 day onsite
or 2 half days
remote		Onsite/Remote6/2022
Program overviewHalf dayOnsite/RemoteYes
Strengthening
K–5 instructional leadersStrengthening consultation session60 min.Remote6/2022
Strengthening consultation package3 1-hour sessionsRemote6/2022
K–5 teachersGuided unit internalizationHalf dayOnsite/RemoteYes
Strengthening consultation session60 min.Remote6/2022
Strengthening consultation package3 1-hour sessionsRemote6/2022
6–8 instructional leadersStrengthening consultation session60 min.Remote6/2022
Strengthening consultation package3 1-hour sessionsRemote6/2022
6–8 teachersGuided unit internalizationHalf dayOnsite/RemoteYes
Strengthening consultation session60 min.Remote 6/2022
Strengthening consultation package3 1-hour sessionsRemote 6/2022
Coaching
K–5 instructional leadersJob-Embedded Coaching (JEC)1 dayOnsiteYes
K–5 teachersJob-Embedded Coaching (JEC)1 dayOnsite/RemoteYes
6–8 instructional leadersJob-Embedded Coaching (JEC)1 dayOnsiteYes
6–8 teachersJob-Embedded Coaching (JEC)1 dayOnsite/RemoteYes

Note for all workshops:  Any single three-hour offering can be repeated on the same day with different audiences to make one full-day session.

*When delivered remotely, this full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within ~2 weeks. The same participants should attend both sessions in order to receive all content. This flexible scheduling opportunity for remote sessions will be available starting 6/2022.

Launch sessions

For teachers

Initial training

1 day onsite (6 hours) or 2 half days remote (6 hours)*
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8

In the first half of this session, participants learn the essentials necessary to implement Amplify Science with success. They learn to navigate the digital Amplify Science platform and become familiar with planning resources and strategies. Through a model lesson and guided reflection, participants build an understanding of the instructional approach to teaching and learning. In the second half of this session, participants dig deeper into unit resources to start planning for instruction for their first grade-level unit.

When delivered as a grade band session, Part 1 will feature an exemplar from the following units:

  • K–5 workshops feature an exemplar from the grade 4 unit Energy Conversions.
  • 6–8 workshops feature an exemplar from the Metabolism Core unit.

When delivered as a grade level session, Part 1 features the following units:

  • K: Needs of Plants and Animals
  • 1: Animal and Plant Defenses
  • 2: Plant and Animal Relationships
  • 3: Balancing Forces
  • 4: Energy Conversions
  • 5: Patterns of Earth and Sky

6–8 workshops feature one of the following units:

  • Metabolism
  • Ocean, Atmosphere, and Climate
  • Phase Change

Available starting 6/2022.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*When delivered remotely, this full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within two weeks. The same participants should attend both sessions in order to receive all content. This flexible scheduling opportunity for remote sessions will be available starting 6/2022.

Initial training for Interactive Classroom

1 day onsite (6 hours) or 2 half days remote (6 hours)*
Grade band: K–5
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8

In the first half of this session, participants learn to navigate with Amplify Science Interactive Classroom and prepare to start teaching. The session opens with a model lesson that introduces the functionality of the Interactive Classroom interface and highlights the Amplify Science instructional approach. Next, participants experience a guided navigation walkthrough that prepares them to use the full suite of Interactive Classroom features with their students. The session closes with time to reflect on implementation and a walkthrough of additional resources available to support further professional learning. In the second half of this session, participants dig deeper into unit resources to start planning for instruction for their first grade-level unit.

When delivered as a grade band session, Part 1 will feature an exemplar from the grade 4 unit Energy Conversions.

When delivered as a grade level session, Part 1 features the following units:

  • K: Needs of Plants and Animals
  • 1: Animal and Plant Defenses
  • 2: Plant and Animal Relationships
  • 3: Balancing Forces
  • 4: Energy Conversions
  • 5: Patterns of Earth and Sky

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

*When delivered remotely, this full-day initial training session (6 hours) is split into two half-day sessions (3 hours each). Part 1 and Part 2 may be scheduled consecutively on the same day or on different days, ideally within two weeks. The same participants should attend both sessions in order to receive all content. This flexible scheduling opportunity for remote sessions will be available starting 6/2022.

Program overview

Half day (3 hours)
Grade band: K–5 / 6–8
Grade level: 6, 7, 8

In this session, participants learn the essentials necessary to implement Amplify Science with success. They learn to navigate the digital Amplify Science platform and become familiar with planning resources and strategies. Through a model lesson and guided reflection, participants build an understanding of the instructional approach to teaching and learning.

When delivered as a grade band session, an exemplar will be featured from the following units:

  • K–5 workshops feature an exemplar from the grade 4 unit Energy Conversions.
  • 6–8 workshops feature an exemplar from Metabolism.

When delivered as a grade level session, the following units will be featured:

  • K: Needs of Plants and Animals
  • 1: Animal and Plant Defenses
  • 2: Plant and Animal Relationships
  • 3: Balancing Forces
  • 4: Energy Conversions
  • 5: Patterns of Earth and Sky

6–8 workshops feature one of the following units:

  • Metabolism
  • Ocean, Atmosphere, and Climate
  • Phase Change

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Program overview for Interactive Classroom

Half day (3 hours)
Grand band: K–5
Grade level: K, 1, 2, 3, 4, 5

In this session, participants learn to navigate with Amplify Science Interactive Classroom and prepare to start teaching. The session opens with a model lesson that introduces the functionality of the Interactive Classroom interface and highlights the Amplify Science instructional approach. Next, participants experience a guided navigation walkthrough that prepares them to use the full suite of Interactive Classroom features with their students. The session closes with time to reflect on implementation and a walkthrough of additional resources available to support further professional learning.

When delivered as a grade band session, the workshop features an exemplar from the Grade 4 unit Energy Conversions.

When delivered as a grade level session, the workshop features the following units:

  • K: Needs of Plants and Animals
  • 1: Animal and Plant Defenses
  • 2: Plant and Animal Relationships
  • 3: Balancing Forces
  • 4: Energy Conversions
  • 5: Patterns of Earth and Sky

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

For instructional leaders

Administrators’ program overview

Half day (3 hours)
Grade band: K–5 / 6–8

In this session, instructional leaders become familiar with the principles of phenomenon-based teaching and learning, and experience the instructional approach of Amplify Science units. Leaders consider their essential role supporting teachers and students with the implementation of a new science curriculum.

Available starting 6/2022.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Onsite/Remote

Administrators’ program overview for Interactive Classroom

Half day (3 hours)
Grade band: K-5

In this session, instructional leaders become familiar with the functionality of Amplify Science with Interactive Classroom and are introduced to the instructional approach of Amplify Science units. Leaders consider their essential role supporting teachers and students with the implementation of a new science curriculum.

Available starting 6/2022.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Onsite/Remote

Strengthening sessions

For teachers

Guided unit internalization

Half day (3 hours)
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

In this session, participants leverage a planning protocol to internalize an upcoming unit. They apply their understanding of how students engage in three-dimensional learning throughout the unit to plan for the diverse needs of their classrooms and students.

Audience: Teachers (administrators welcome), maximum 30 participants
Modality: Onsite/Remote

Strengthening consultation session

60-minute session
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

This 60-minute session focuses on a specific topic that will deepen teachers understanding of Amplify Science. An Amplify facilitator will align with the school or district leadership team in advance on the topic (chosen from a menu of options) that will best meet teachers unique options.

Topics include supporting diverse learners (for K–8 teachers), Classwork/My Work/Assign/Reporting (for 6–8 teachers), and planning an Amplify Science lesson (for K–8 teachers).

Available starting 6/2022.

Audience: Teachers, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen teachers understanding of Amplify Science. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet teachers unique needs.

Available starting 6/2022.

Audience: Teachers, maximum 30 participants
Modality: Remote

For instructional leaders

Strengthening consultation session

60-minute session
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Administrators’ program overview

These 60 minute sessions will focus on a specific topic that will deepen instructional leaders’ understanding in Amplify Science and equip them in driving towards stronger student outcomes. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet instructional leaders’ unique needs.

Topics include data analysis with Admin Reports (for 6-8 leaders), and Amplify Science classroom look-fors (for K-8 leaders).

Available starting 6/2022.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Remote

Strengthening consultation package

3 1-hour sessions
Grade band: K–5 / 6–8
Prerequisite: Administrators’ program overview

This package consists of three 60-minute sessions that can be delivered on the same day or on different days. Each session will focus on a specific topic that will deepen leaders’ understanding of Amplify Science. An Amplify facilitator will align with the school or district’s leadership team in advance on the topic from a menu of options that will best meet leaders’ unique needs.

Available starting 6/2022.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Remote

Coaching sessions

For teachers

Job-Embedded Coaching (JEC) services: Teachers

1 day (6 hours)
Grade band: K–5 / 6–8
Grade level: K, 1, 2, 3, 4, 5, 6, 7, 8
Prerequisite: Initial training or program overview

Strengthen your implementation of Amplify Science with a coaching onsite visit for your teachers. An Amplify Science Professional Learning Specialist can visit classrooms for observation and debriefs with focused feedback and/or facilitate PLC or grade-level meetings to support teachers with planning decisions. The flexible coaching design allows for a collaborative and personalized approach to support effective program implementation.

Audience: Teachers, maximum 30 participants
Modality: Onsite/Remote

For instructional leaders

Job-Embedded Coaching (JEC): Administrators

1 day (6 hours)
Grade band: K–5 / 6–8
Prerequisite: Administrators’ program overview

In our Coaching sessions, instructional leaders engage in facilitated Professional Learning Walks (PLW)—non-evaluative classroom observations of Amplify Science classrooms that focus on building capacity to identify indicators of strong implementation of the program. Classroom look-fors focus on the use of instructional resources (material access/use and the Classroom Wall), instructional delivery (unpacking the unit phenomena and multimodal instruction), and monitoring of instruction (supporting all learners and use of the Assessment System). Leaders collaboratively analyze collected data in order to identify strengths and areas for growth specific to the implementation of Amplify Science for their teaching teams. Leaders leave with an action plan for supporting their teachers based on the analysis and reflection from the PLW.

Audience: Administrators, department chairs, coaches, maximum 30 participants
Modality: Onsite

Pricing

We offer the following pricing for training sessions and packages:

Session typePricing
2 consecutive full day onsite sessions$4,800
1-day onsite session$3,200
1-day remote session (2 half days)$1,500
1-day remote coaching session$1,200
Half-day onsite session$2,500
Half-day remote session$750
60-minute remote session$350
3 1-hour remote sessions$1,000
Customized Amplify Science onsite or remote packagesPrice will vary

Please note that the prices are general ranges and may be subject to change.

Contact

Amplify welcomes the opportunity to partner with schools and districts to design professional development plans and answer your questions.

If you would like to order any of our professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

S3-03: Instructional strategies for integrating science and literacy

A graphic with the text "Science Connections" and "Amplify" features colorful circles and curved lines on a dark gray background.

We’re continuing our investigations around science and literacy with Doug Fisher, Ph.D., professor and chair of educational leadership at San Diego State University. We talk about the importance of integrating science and literacy, as well as practical guidance for teachers who want to unite the two disciplines in their own classrooms.

Listen as we discuss how science and literacy can be powerful allies and specific strategy areas to focus on when integrating the two disciplines. And don’t forget to grab your Science Connections study guide to track your learning and find additional resources!

We hope you enjoy this episode and explore more from Science Connections by visiting our main page!

DOWNLOAD TRANSCRIPT

Douglas Fisher (00:00):

It’s not that you have to become a reading specialist to integrate literacy into science. It’s how our brains work.

Eric Cross (00:10):

Welcome to Science Connections. I’m your host, Eric Cross. This season, we’re making the case for our favorite underdog, which of course is science. Each episode we’re showing how science can be better utilized in the classroom, and making the case for why it’s so important to do so. In our last episode, we examined the evidence showing that science and English instruction can support each other. And now on this episode, we want to give you some more strategies for really making that a reality in your own home or classroom or community. So to help me, I’m joined on this episode by Dr. Douglas Fisher, Professor and Chair of Educational Leadership at San Diego State University. Dr. Fisher is actually someone who has conducted literacy training at my own school, so I’m excited to be able to share some of his wisdom with all of you. Oh, and just a heads up, Dr. Fisher dropped some gems about the ways teachers can integrate literacy and science in their classrooms. So you may want to have a notepad. Ready. And now here’s my conversation with Dr. Douglas Fisher.

Eric Cross (01:12):

Well, Doug, thank you for your time and for being willing to come and talk about literacy and science. I know you’re busy, all over the place, and so I was super-excited that we were able to lock you in and talk about this. And, on this episode, we’re gonna talk about the ways that science and literacy can support each other. And one of the reasons why I’m really excited for you is because you said some really key things for me as a science teacher, when you talked about literacy and supporting students. That just resonated so deeply in me. And I was like, “I need more Doug!” Because we’re on that same frequency. And I know it’s a subject that you’ve spent a lot of time writing about. So can you tell us a little bit about how this became an area of interest or a passion for you? Just literacy, and all of the work that you’ve put into it?

Douglas Fisher (01:54):

Yeah. So I’ve wanted to be a teacher for a really long time. And I went to San Diego State as an undergraduate, and I was taking English class and we were assigned topics. You know, like, you’ll do an assignment, you’ll write a paper for this English class. And I got the topic “illiteracy,” and I was a freshman at San Diego State reading all of these things about adults who don’t read very well or not at all. And I ended up writing my very first college essay on illiteracy — at the time, you know, called illiteracy, at the time. And so I got super interested in this. And so as I moved through college and into my teaching career, literacy became a really important thing for me to think about, because it’s the gatekeeper. You know, you can be taken advantage of, if you’re not very literate. People can use vocabulary against you, if you’re not very literate. We know that people who have higher levels of literacy have better health outcomes. They have better lifespans, longer lifespans. I mean, there’s just — literacy impacts so much more than “Are you reading your fourth-grade textbook?” It really has lifelong implications.

Eric Cross (03:01):

That part that you said about being taken advantage of … I just got a flyer in the mail yesterday. It was one of these mailers that looked like it was an authentic debt-reduction type of thing, but it was really just like a marketing email. If you read the fine print at the very bottom, it had all of this jargon about “This is a paid, you know, for-profit company.” But when you look at it, it had official stamps all over it. And I could imagine if someone’s receiving that, that probably fools a lot of people. Is that kinda like what you’re talking about, like being taken advantage of?

Douglas Fisher (03:28):

Yes. I had a student turn 18, got a letter from a “credit card company” that was offering her daily compounding interest. And if you don’t know what that means — at 23 percent! — if you dunno what that means, you are gonna be a victim. Literacy really influences a lot of our life. It’s also how our brain works. We have a language-based system in our brain. We read, write, speak, listen, and view. And the things we learn, we learn through speaking, reading, writing, listening, and viewing. From what we know, we are the only species that has an external storage mechanism. Like, we have the ability to store complex information outside of our body, in the form of notes. We can type them. We can write them. And we can then go back and retrieve that information, that complex orthographic information later. And it means the same thing. We can say we have a storage system and we’ve been doing this for a really long time. Way back to, you know, hieroglyphics and messages on cave walls. And throughout the ages of humans learning, how to store information that they can re-access again later. That’s become a super-complicated system. It’s how computers operate. And we send messages to each other and we text each other and we write things down, and we’re really good at putting ideas, information out there. Now, if it’s just speaking and listening, then we can forget it. We can say, “No, you said this,” or “I said that.” But when it’s written, and it’s print literacy, you know, it’s the orthographics there, you can go back to the same message and over and over again. Now, you might change the interpretation of it, but the message is still there.

Eric Cross (05:16):

Right. And that is such a key element, at least of modern education, is this written element of it. It’s what many schools live and die by. They’re quantitatively and qualitatively analyzed by it. It’s public. They can see it. And so there’s this heavy emphasis. And why do you think science and literacy can be powerful allies together?

Douglas Fisher (05:38):

Awesome. Well, it’s hard to learn science if you’re not literate.

Eric Cross (05:42):

This is true.

Douglas Fisher (05:42):

But that’s a one-way direction. And yes, science teachers and scientists do a lot of reading, writing, speaking, and listening and viewing. They use the five literacy processes all the time. When we interview scientists, they spend a lot of their time reading the work of other scientists and writing their findings, writing grant proposals, presenting at conferences, you know. So a huge part of the work of a scientist is not just at a bench conducting experiments. But even if you’re conducting experiments, you’re using your literacy processes to think about what you’re seeing in your experiment. So that’s a one-way direction. And I do think literacy has an influence on science. But since science goes the other way, it influences literacy. As you learn more and you understand more about the world, your background knowledge grows, your vocabulary grows, you become more literate in those different areas. And how you think. So if I’m learning about life science; I’m learning how the world works in a more, biologic physical world. And that knowledge helps me think about when I’m reading a novel, and there’s an appeal to some science knowledge or a concept that gets played with, you know, perhaps time-space continuums … well, if I don’t have the science knowledge of how I think the world works, it’s hard for me to understand what this author is doing. So it does go both ways. They feed each other. And the more literate we become, the more complex science information we can understand. ‘Cause our background knowledge and our vocabulary influence how much we understand about what we read. And as we access more complex science information, it starts to change the way we think about other things in our world.

Eric Cross (07:23):

There was a couple of things that you said in that, but one of the first things that kind of perked my ears is when you said grant proposals. Because I have friends that are scientists — and this is one of the things that when I was in school, they don’t talk about — but how much of their research is reliant upon getting funding —

Douglas Fisher (07:37):

Mm-hmm. <affirmative>,

Eric Cross (07:38):

— which you don’t think about if you’re becoming a chemist or a physicist or a biologist or working in the field, is that that funding, coming from the NSF or anywhere else. And sometimes students ask in class like, “Why am I writing so much? Like, I want to go into science!” Or “I wanna do this!” And this is a real-life example of how the writing could actually apply, in addition to all of the things of collecting data and conclusions and results. But that grant proposal thing just really perked my ears, yeah.

Douglas Fisher (08:01):

And if you can’t write a grant proposal, your ideas and experiments are not gonna get funded. And if you can’t write a strong proposal, that compellingly convinces your readers to fund you, you’re not gonna get funded. But then once you get the grant, you have to write publications. You have to share your work with other people. Make PowerPoint presentations and write journal articles or books or whatever. So it’s a cycle that literacy influences the things we do, including the things we do in science.

Eric Cross (08:31):

Now to get in maybe some data, if you were trying to convince someone that like this happy marriage can exist, what would be like your number one piece of evidence to support this, this back and forth of supporting each other?

Douglas Fisher (08:44):

Awesome. So the quote I’ll often say — and this is from studies from more than two decades ago now — but in general, in high school science, students are introduced to 3000 unfamiliar words, 3000. Each year! Because there are words that are used in a scientific way that are used commonly in other places. And there are discipline-specific words. So 3000 words a year in high school science. The Spanish 1 textbook only has 1500 words in it. So science teachers have double the academic-language vocabulary demand that a typical introductory world-language class has. So just the vocabulary alone should say to us, literacy is gonna be important if you’re gonna learn science. And if you don’t understand these technical words, and you don’t understand the way science uses this particular word in this particular way… . When you say the word “process,” it means something very specific In science. “Division” — cellular division is not the way we think about it in mathematics; there’s a similar concept, but cellular division is different than dividing numbers. And those are words that get used in multiple areas. Then you have all these technical terms that you have to be able to use, to understand the concepts. To share the concepts. To talk to other people. Whether you’re in, you know, fifth grade and talking science, or you’re a university professor, there’s a shared language, appropriate for our grade level, that we have shared meanings of.

Eric Cross (10:22):

And we’re essentially … what I’m hearing you say is … most of the people that are listening to this are science teachers. We’re we’re also language teachers. In a sense.

Douglas Fisher (10:29):

So my frustration is when people say, “Every teacher’s a teacher of reading.” And I don’t like that. I’ve written against that phrase. I don’t think all teachers are teachers of reading, any more than all teachers are teachers of chemistry. Or all teachers are teachers of algebra. But what I will say is the human brain learns through language. And all of us — every teacher that I’ve ever met understands that language is important in my class. If my students don’t have strong listening skills and speaking skills; reading, writing, and viewing skills; I’m gonna have a hard time getting them to learn things. If I can help them grow their speaking, listening, reading, writing, and viewing in my content area, I’m gonna do a service for my learning of my subject and also their more broad literacy development.

Eric Cross (11:16):

  1. So, at a high level, what does it look like to integrate science and literacy? We’ve done education for the last, what, hundred years?

Douglas Fisher (11:24):

Mm-hmm. <affirmative>

Eric Cross (11:25):

—kind of pretty similarly, right? Kind of siloed way. What does this look like at the 30,000-foot level? You’re a professor, department chair. Run schools. Speak everywhere. Like, when you think about this from that high level, what does it look like?

Douglas Fisher (11:39):

A high level? Every time I meet with students in a science class, you know, biology or fifth grade or whatever? They should be reading, they should be writing, they should be speaking and listening. Every class. So what print do you want them to access? And it can be a primary source document, it can be an article, it can be from a textbook. Are they reading something? Are they writing to you? Because writing is thinking. If they are writing, they are thinking. As soon as their brain goes somewhere else, they stop writing. The pen won’t move or the fingers don’t type. And then speaking and listening, of course, is the dynamic of our classes. So every day we should see some amount of reading, writing, speaking, and listening, viewing in our classes. That’s at a high level. There are some generic things that seem to work across the literacy. So, learning how to take notes. Focusing on vocabulary. Using graphic organizers. These are generic things that as educators we can use in our classes. Then there’s more specialized things. So, scientists and science teachers think differently than historians and literary critics and art critics. So scientists, if you look at the disciplinary literacy work, there’s a whole body of research where they interview and study high-end experts in their field: chemistry, physics, biology, et cetera. And there are some characteristics that were more disciplined, specific. Scientists like cause and effect relationships. They look for them when they’re reading. They like sourcing information. “Where this come from?” “What’s the history of this idea?” Scientists have a long view in terms of time. Historians have a shorter view of time. English teachers have even shorter view of time. Scientists tend to think in long periods of time. And so all of that influences how a scientist reads and how we should apprentice young people after they get past the generic “I know how to take notes. I know how to study my vocabulary. I know how to do summary writing for my teacher in my notebooks and things,” there’s some generic tools. Once we get past those, we need to be looking at specifically how do people in science use literacy.

Eric Cross (13:52):

I’ve never had my thought process of reading deconstructed just now, but we just described how scientists read. I was like, “Yeah, that’s pretty much how I read, right there.” I also like how you said how we should apprentice young people. And I feel like you as the literacy guy, you chose that word very specifically, as far as apprenticing young people. That is a view, I think, that’s really important to hold. ‘Cause that’s what we’re doing essentially … is, if we’re doing what we should be doing, we are apprenticing these young people.

Douglas Fisher (14:18):

Yes.

Eric Cross (14:18):

And helping them develop. Now, let’s imagine there’s a listener out there and they’re interested in getting better at integrating science and literacy instruction. They want to start somewhere. Before we dive in, do you have any initial words of encouragement for the person who’s like, “Everything is like a priority right now,” in their classroom or in their world?

Douglas Fisher (14:37):

Yeah. So I’ll talk about elementary for just a moment. When we’re reading informational texts in our literacy block, we should be reading information that is aligned to what kids need to learn in science and history in, in that grade level. Why are we reading things that are gonna be in conflict with what they’re gonna learn in science later that day in fourth grade, for example? So when we look at our standards, our expectations, what is it that third graders need to know in history, science, mathematics, language arts? And when we’re reading text and we’re learning to apply our reading strategies during our literacy block, why aren’t we reading topics that build our background knowledge for our science time? So we’re seeing some synergy there. We should be looking at life cycles in grades that are appropriate for life cycles and knowing there’s more to life cycles than the frog and the plant or the seed. There are all kinds of life cycles. And we call ’em life cycles for a reason. That’s a general concept. Now in science, we’re looking at this particular lifecycle right now. And so that’s a high level. If we could get more connection to the content standards during our literacy blocks, it would be very good. When we talk about the time at which we call “science” in the day, in more of the K–8 continuum, the science needs to include some primary source documents. Some real things that students are reading. Read about a scientist; read about a scientist’s discovery; read about what they discovered. So that we’re building our background knowledge. So when we go to do things, activities, labs, simulations, we have background knowledge and we understand what we’re experiencing. It can’t be like—I watched this awesome lesson on lenses and the teacher had all these different lenses in the room and the students came in and they were brand new. They don’t know anything. They were picking ’em up. They’re exploring them. They’re trying to figure out, and they’re trying to come up with theories about what this is and how it works. And then the teacher gave them a reading, a short reading, on refraction of light. And they read this thing. And the clarity that they had about what these lenses must do, well! All of a sudden they’re putting them up to the lights! They’re asking if they can go get the lights out of the storage unit! ‘Cause there’s — and they’re shining different lights through the lenses to see what happens to the light. Because that little bit of reading turned some focus on for the students. And it allowed them to take what I’m thinking about, what I’m trying to figure out, how this thing works in another direction. That’s the power of using literacy in our classes.

Eric Cross (17:20):

And what I’m hearing essentially is transfer across disciplines, across content areas, ultimately. And in an elementary school classroom, would it be fair to say, probably the teacher has more autonomy to be able to do that, since they’re teaching all the subjects? But secondary, logistically, planning and those types of things … from what you’ve seen, is it fair to say this kind of needs to be like a top-down, full vertical alignment, to teach like this?

Douglas Fisher (17:45):

I think that would be awesome to do that. But if I’m a sixth grade English Language Arts teacher and I’m working with my sixth grade science teacher, the conversation should be, “What units are you teaching?” Because I’m choosing informational text. My job is to teach them how to find central ideas. My job is to teach them how to find the details in the text. My job is to have them make a claim and support that claim with evidence. The stuff I use is generic. Yes, we do read some literature and some narratives, but we also read about 50% of the text in English around informational text. So if I can help you and accomplish my standards as well, fantastic. So let’s have this conversation and say, “Oh, this is what you’re teaching in science in the next three weeks? I’m gonna choose some texts and we’re gonna analyze ’em for central idea. We’re gonna analyze ’em for details. We’re gonna, for mood or tone or whatever that we’re teaching. And by the way, I’m building background knowledge. So when they come to you, they know some stuff about what you’re going to be teaching next.” So I don’t think it’s impossible to say teams of teachers could come together and say, “What do we believe that our students need to know and learn and be able to do? And then how do we choose things that are gonna help them accomplish exactly that?”

Eric Cross (19:01):

And that’s empowering. Because that’s one thing that we can control maybe is this East-West, peer-to-peer, different content areas. A system may not be able to change as quickly, but I can definitely go talk to my English team or math team and check in and kind of see, “Hey, where do we have overlap in that?” And I know the times that I’ve accidentally had overlap with the teams, it’s super-exciting. And the students have been more bought in! Because it’s like, we’ve done something on the human microbiome and we’ve talked about genetics and all these different things, and then when they read The Giver, or they read some book about genetics, they have all this knowledge. And they’re excited. And they talk about colorblindness or they come to my class and they’re like, “Hey, we read about this!” It’s almost like they saw a magic trick, the fact that these things linked up. And the engagement has been so much higher when it’s the same content in different classes, but through different lenses. At least, that’s what I’ve seen in my years of teaching.

Douglas Fisher (19:54):

I saw a lesson on space junk that was so cool. Middle-school students learning space junk. And the history teacher had a part of it, science teacher had a part of it, English Language Arts teacher had a part of it. And these students, I mean, you watch them look up all the time, ’cause there’s space junk up there. Where’d it come from? Why is it there? What are the politics of this? How do we clean it up? I mean, it was just so interesting to watch them when the teachers came together. And the teachers met their standards in this couple-week-long space-junk exploration. Investigation was met. Politics was met. All these different things. Economy. You know, how much does it cost to clean up this problem? So there’s really cool opportunities when teachers come together and realize we can work together and improve the literacy and learning of our students.

Eric Cross (20:50):

Absolutely. So before this recording, we picked your brain a bit. And I know that there were three specific strategy areas that you wanted to touch on. And one of those — which is kind of coming back to the 3000-words language teachers — was vocabulary. So what are the opportunities that you see, as far as the way of educators to approach vocabulary? Because, you know, there’s a lot. We got a lot of it. The 3000 words.

Douglas Fisher (21:14):

Yeah. There’s a lot of it. So the worry is, we make a vocabulary list and have students look up the words in definitional kinds of things. That’s not really gonna help. Students need to be using the words. They need to be using the words in their conversations, in their writing, in how they think about your content in science. So vocabulary is a huge predictor of whether or not you understand things. Vocabulary is also a pretty good predictor if you can read on grade level. So when we think about vocabulary, there’s something called word solving. You show students a piece of text and you’re reading it, you’re sharing your thinking, and you say, “Oh, here’s a context clue!” Or “I know this prefix or suffix or root!” And in science, a lot of the words are prefixed, suffixed, or root words. We tend to add things together with a lot of prefixes and suffixes and have roots and bases in science. So we can help students think about, “Oh, what does geo- mean? We already know what geo- means here. It means the same thing in this word. Let’s apply that knowledge.” So word solving is part of it, showing students how we think about words that we might not know. The second is more direct instruction of vocabulary. As students encounter the words, we work on what it means, how we say it. We practice it a few times. The process is called orthographic mapping. It’s kind of a scientific idea here. But you have the sound and the recognition of by-the-word, by sight, and what it means. And your brain starts to automatically recognize that word in the future. So I don’t have to slow down, disrupt my fluency, and try to figure out what the word is saying. ‘Cause I’ve seen it enough. I’ve heard it pronounced enough, I’ve pronounced it enough, and I know what it means. So teachers should be saying, “What words in sixth grade science, what words in third grade science, do my students really need to know?” And I’m gonna have them encounter those words over and over. I’m gonna have them use the words. I’m gonna have them see the words. I’m gonna have them say the words. I’m gonna say the word and we’re gonna be over and over with these terms, so that students incorporate them into their normal view of, “These are the things I know about the world.” By the way, when they go to read that next thing, and they understand “geology,” you know, for sixth graders, for example, they know how to say it. They don’t stumble on it. And it activates a whole bunch of memories in their brains. “This is what geology is.” There are branches of geology, there’s physical geology, there’s all this thinking that activates as they read.

Eric Cross (23:35):

There was a practice that I participated in and am trying to incorporate — I don’t know what the name of it is. But essentially what happened was we were dissecting a flower. And the instructor had us name parts of the flower. But we got to come up with our own names for it.

Douglas Fisher (23:49):

Ah.

Eric Cross (23:50):

So, for instance, the stamen we call “the fuzzy Cheeto.” And we all used our own words and then everything was legitimized. And so we went through and learned the whole activity using our own vocab words. But then, in the end, after we presented and talked about it, then the words, the actual academic language was attached to our word. And we were able to say, “OK, the fuzzy Cheeto is the stamen,” and this, this, this, and this. But it was such an interesting practice, because it kind of legitimized all of our definitions. But we weren’t stumbling on these long Latin terms and things like that. Is there a name for that? Or. … ?

Douglas Fisher (24:29):

Yes. I don’t know the name for that. I think it’s really smart. So here’s what I would say about that, is: we don’t learn words, we learn concepts. Words are labels for our concepts. So what that teacher did for you was allow you to develop concept, a concept knowledge. “There’s a part of this plant, it goes like this, we’re gonna call it fuzzy Cheeto. Now I have this concept. And look, it occurred in all these plants. And those people called it that and that other group called it that. We called it a fuzzy Cheeto. Here’s the part of it.” And then the concept is in your brains. And the teacher said, “It’s really called stamen.” And it’s an instant transfer, because you already had the concept. What we often see is students are trying to learn a really hard academic word and the concept for the word at the same time. And so it slows down the whole process. And there’s higher levels of forgetting. Because human beings, we don’t learn words; we learn concepts. If you don’t have the concept, if I gave you a word out of the blue that you’ve never seen, never heard, and a week from now I asked you to remember it, you probably would not, because it didn’t register. It wasn’t part of your schema. You didn’t have a way to organize the information. You don’t have a concept. So that teacher? It’s a great idea. Got you to develop concept knowledge. And then said, “Here’s a real label for it: What some other people called it when they had the chance to come up with their own names.”

Eric Cross (25:50):

Shout out to my teacher, who was—

Douglas Fisher (25:51):

Right.

Eric Cross (25:52):

It was learned then. It was a great practice. And the fact that you’re right, like, I just mean from my own personal experience, I agree that learning concepts versus complicated words. And it’s interesting that you said higher levels of forgetfulness, you know. And you often hear that complaint about it: “Students forget! Students forget!” But this complex topic and this complex word that’s new to me, and I have to remember both of those things.

Douglas Fisher (26:12):

That’s right.

Eric Cross (26:13):

And the other neat thing that it did, is it actually honored the background and like the founts of knowledge of all the different groups in the classroom. You just said something about “this group called it this and this group called it this,” and so by letting different groups share all of those names, now we’re starting to build these kind of interesting connections. That’s at least what I remember experiencing. And so this, even this practice of this approach is very layered, beyond just kind of generating new knowledge of things. So I appreciate that aspect of it. Now another area that you mentioned was complex text.

Douglas Fisher (26:41):

Yeah.

Eric Cross (26:42):

And how we can get students into complex text. So what can we do there?

Douglas Fisher (26:46):

I think science is an ideal place to get students reading things that are hard for them. And I do believe that some parts of school should be a struggle. Not all day, every day. But there should be doses of struggle, which are good for our brains. And these complex pieces of texts that don’t give up their meanings easily allow students to go back and reread the text and maybe mark the text and talk to peers about the text and answer questions with their groups. And the whole point of complex text is to say, “We persevere through it. We may not understand it fully on our first read. But we go back and we might underline, we might highlight. We might write some margin notes. Our teacher might say, ‘What did this author mean here?’ And we go back and look at that part and we take it apart. What do we think about that? And we talk to each other. It’s showing that when we read things, we work to understand. We work through our thinking, often in the presence of other people. And our understanding grows as we go into the text over and over and over again.” So I said geology earlier. There’s about a two-page article on “what is geology” that sixth graders often read. And some kids find it super boring. It’s a once-read, “OK, geology, I don’t really understand it. There’s a bunch of words in here that I don’t understand.” But if you go back to it a few times and you start taking apart, “What are the branches of geology? Oh, I’m gonna go reread that.” How are these two branches related to each other?” “What are the subtypes of each branch of geology?” “How do geologists do their work?” You start asking questions where students are going back into the text. You spend a little bit of time. Now, the introduction to geology, the students know so much more. So whatever you do next— video experiments, whatever—they have a frame of reference, because of that deep, complex read. It’s probably better than simply telling them, “Here’s the information.”

Eric Cross (28:45):

Right. And I even feel like as an educator, when I reflect on my own learning in the classroom, and then looking at it through the perspective of an educator <laugh>, you find this difference between how you were taught and then what the data says good teaching is.

Douglas Fisher (28:59):

Mm-hmm. <affirmative> mm-hmm. <affirmative>.

Eric Cross (29:00):

It’s so easy to slide back into how you were taught!

Douglas Fisher (29:02):

Yeah.

Eric Cross (29:02):

Even though, you know, you mentally assent to, “This is the best way. This is the data shows.” And you find yourself kind of sliding back at times.

Douglas Fisher (29:10):

Yep. And there’s good evidence to support what you just said, that most people teach the way they experienced school. And it is very hard to change that. And people have studied this. And it’s very hard to change that. Because it worked for us. And we have an n of 1, and it worked for us. Now, remember, there were a whole bunch of other kids in the class that it may not have worked for. And we chose to be in school the rest of our lives, and some of your peers did not choose to be in school the rest of their lives. In fact, some of them hated school and found no redeeming qualities of their experience. So just because it worked for us in a case of one, n of 1, doesn’t mean it worked for all of the kids, or even the majority of them.

Eric Cross (29:57):

Very well said. It’s that, what is that, the survivor bias? Survivorship bias? Where you were the one that made it. But you don’t think about all the other folks. ‘Cause we’re thinking about ourselves.

Douglas Fisher (30:05):

That’s right.

Eric Cross (30:06):

Great case for empathy too, is thinking about the people left and right. Because my friends are like, “I hated science.” And I say, “Who hurt you? Like, what did they do? It’s so amazing, so much fun!”

Douglas Fisher (30:16):

“What happened to you? Science is the coolest. Right? It’s so amazing!”

Eric Cross (30:21):

But I also had a unique experience in seventh grade with my teacher who did some of these things, and made it accessible for so many of us, in opening opportunities that I wouldn’t have had otherwise. But you’re absolutely right. That was my story. That wasn’t the story of everybody that was around me. And I think that’s really important. Now, I know this is also a big one for you, but I wanna talk about writing. What are the opportunities that you see in terms of writing specifically?

Douglas Fisher (30:51):

So would love it if science teachers had short and longer writing tasks in the science time. Of course, you can integrate some of the science writing, the longer ones, in the English language arts time, especially if you’re the elementary teacher and you can have control of the whole day. But I said this earlier; I’ll say it again. Writing is thinking. While you are writing, there’s nothing else you can do but think about what you are writing. Your brain cannot do something else. So if a science teacher wants to know, do their students really understand the concepts? Have them write. Now some of the shorter ones, I like something called “given word” or “generative sentences”: “I’m gonna give you a word: CELL. C-e-l-l. We’re in science. I want you to write the word ‘cell,’ c-e-l-l, in the third position of a sentence. So it’s gonna go word, word, cell, and then more words.” You could also say, “I want the sentence longer than seven words,” or whatever. But the key is, I’m telling you where I want the word. You will know instantly if your students have a sense of what the word “cell” means in the context of science. If they write “my cell phone,” they don’t get it. If they write about spreadsheet cells or jail cells or whatever, they didn’t get it. But if they talk to you about plant cells and animal cells and the components of those cells, and then once they have that sentence down, you can say to them, “Now write three or four more sentences that connect to that sentence.” It’s super simple. So whatever concepts you’re teaching, put ’em in a specific position. Now you don’t have to only put it in the third position. You can say the first position, the fifth position, the fourth position. But it forces them to think about what they know about the word and then how to construct a sentence for you. That’s a very simple way to get some writing from your students that helps you think about what they understand. Other kinds of writing, you can have quick writes, you can have exit-slip writes. There’s something in the research space called the muddiest part, where halfway through the lesson you have them write so far what has been the least understood or the most confusing part of this lesson. And they do a quick write, right there, at the muddiest part. And as a teacher, you flip through these and you start to say, “Oh, these are the points that are confusing to my students.” So if 80% of them all have the same thing, I gotta reteach that. If these five got, “This is the muddiest part,” If these five thought, “This is the muddiest part,” these seven, “I thought this was the muddiest part,” what do I need to do? Because it’s gonna be hard to move forward if this is their area of confusion. There are also all kinds of writing prompts that have a little bit longer. My favorite one is RAFT. What’s your Role? Who’s your Audience? What’s the Format? And what’s the Topic we’re writing about? Super flexible writing prompt. When you teach something, we don’t want students to only think they write to their teacher. So your role is an atom. You are writing to the other atoms. What do you wanna write about? What’s the topic? What’s the format of it? Is it a love letter? Is it a text message? Is it … so we, we mix it up with students in saying, how do they show some knowledge through a prompt that we give them? And then of course, longer pieces as they get older. More opinion pieces through fifth grade. More claims and arguments starting in sixth grade. So that they’re starting to see, “I have to use the evidence from things I’ve learned, read, listened to, watched, and construct something: an opinion, an argument where I back it up with reasons or evidence.” And those longer pieces, you know, less frequently. The shorter pieces, pretty regularly. So the teacher sees the thinking of the students.

Eric Cross (34:29):

When you were speaking about these really creative writing prompts, there were specific students coming into mind, that were coming into mind … they’re, they’re great science students, but they also have this really strong artsy side drawing, creative writing, and things like that. And when you said something about atoms talking to each other, it elicited, in my brain, certain students that would really love this aspect of creativity in the sciences. And it’s not how we’re typically trained as science teachers, to kind of incorporate this, like you said. A book of props. But I’m imagining, like, as a science teacher, if I took this, this would be a great way to reach more students to be able to show what they know, in a way that might resonate with their own intrinsic “Oh, I get to write creatively!” So I was kind of writing furiously as you were sharing all that information there.

Douglas Fisher (35:12):

So here, I’ll give you another example for elementary people. Again, with RAFT. There’s a book called Water Dance. It’s a pretty popular book for elementary teachers. It’s really about the life cycle of water. For example, you are a single drop of water. You are writing to the land. The format is a letter. And you’re explaining your journey. Now, if they can do this, they’re essentially explaining to you the cycle of water. But you got it in a way that people are now, “Oh, I’m a drop of water. So it’s me. My perspective. Where do I go from? Where do I start?” Because you can start anywhere in the cycle, right? My drop could have started in the clouds. My drop could have started in the ground. My drop could have started in the lake. But it has to show you the journey. So there are many ways of showing you the right answers.

Eric Cross (36:02):

And that’s using the RAFT protocol.

Douglas Fisher (36:04):

That’s RAFT: Role, Audience, Format, Topic. It’s been around 20 or 30 years.

Eric Cross (36:09):

You just gave the name to something a teacher shared in our podcast community, Science Connections: The Community, on Facebook. Teacher shared a Google slide deck and on it were just three slides. And the role that the student had to have is they had to show, then tell, the story of a journey of a piece of salmon being eaten, a piece of starch from pasta being eaten, and then an air molecule in a child’s bedroom. And they had to give the path of travel and the experience from the mouth and then breaking down into protein and all those kinds of things. And this teacher shared it and I wish I knew the teacher’s name because I wanna give ’em credit, but they shared it. And so I used it with my students and then had ’em read aloud their stories and dramatize it. And they were so into it!

Douglas Fisher (36:49):

So cool.

Eric Cross (36:50):

But through it, I was able to see that they understood different parts of the body. They understood cell respiration. The whole thing. And it was fun! To watch them get so into this creative writing. And now I know the name of it. That’s been 30 years they were using RAFT. So you just talked a bit about complex texts and writing. And before we go, I wanted to circle back to something that you said, because I think it’s important, and if you could elaborate on it a little bit, about the value of struggle. Can you talk more about that?

Douglas Fisher (37:21):

Sure. I do believe in a lot of the U.S. we’re in an anti-struggle era of education. And it predates Covid. I think it made it worse during Covid. We front load too much. We pre-teach too much. We reduce struggle. We quote, “over-differentiate” for students. And there’s value in struggle. The phrase, “productive struggle” — if you haven’t heard it, Google productive struggle — it’s an interesting concept, that we actually learn more when we engage in this productive struggle. Now, productive struggle originally came from the math world, and it was this idea that it’s worth struggling through things to learn from it, that you’re likely to get it wrong, and then there was productive success. And there are times when we want students to experience success and we make sure we put things in place for productive success. But there are times where we want them to struggle through a concept. ‘Cause it feels pretty amazing when you get on the other side, when you know you struggled and you get to the other side. If you think about the things, listeners, think about the things in your life where you struggled through it and you are most proud of what you accomplished. I want students to have that. I don’t wanna eliminate scaffolding, eliminate differentiation. But I do want some regular doses of struggle. So if you look at the scaffolding, we have a couple choices. We have front-end scaffolds, distributed scaffolds, and back-end scaffolds. Right now we mostly use front-end scaffolds: We pre-teach, we tell students words in advance, that kind of stuff. But what if we refrained from only using front-end scaffolds, and we use more distributed scaffolds, when they encounter. So there’s a difference between “just in case” and “just in time” support for students. So we tend to plan on the “in advance, here are all the things we’re gonna do to remove the struggle before students encounter the struggle.” What if instead we said, “Let them encounter some struggle. Here’s the supports we’re gonna provide. We’re gonna watch; we’re gonna remove those scaffolds, and allow them to have an experience of success, where they realize, ‘I did it. I got it.’” Every science teacher I’ve ever worked with, when they do an experiment or a lab or simulation, they are looking for productive struggle. They don’t tell the answers in advance. They don’t tell if the answers are right. That’s your data. What does your data tell you? I mean, this is what you do. But then the other part of your day when you move into, like, reading, you don’t do that. You fall into the trap of removing struggle. And so allow them to grapple with ideas. Allow them to wonder what words mean. Allow them to say, “I’m not getting this, teacher! It’s really frustrating!” And you say, “Yeah, this is really hard. This is why we’re doing it at school. ‘Cause it’s really hard. If it was easy, I’d have you do it at home. But we’re doing it here, ’cause it’s really hard and it’s OK not to get it at first.” And create a place where errors are seen as opportunities to learn, and struggling through ideas and clarifying your own thinking and arguing with other people to reach an agreement or reach a place where we agree to disagree is part of the power of learning.

Eric Cross (40:38):

There’s a teacher, who I took this from. My master teacher when I was student teaching. And she said that there’s no such thing as failure in science, just data. And I took that same mantra. And I resonate with what you said about how science teachers, all of us, hold onto that productive struggle, because it’s part of being a scientist. It’s part of the experiments. That genuine “aha” moment. Or it didn’t work out? That’s great! That’s totally fine! Let’s write about it and let’s take photos and let’s publish it and let’s be scientists. That’s totally true. As we wrap up, Dr. Fisher, is there any final message that you have to listeners about bringing science and literacy together? I know you speak everywhere, but for everyone that’s listening, if you can put out your encouragement or message or suggestion … you’ve given so many great tips and practical applications. But, any final thoughts on the subject?

Douglas Fisher (41:32):

I think many science teachers are intimidated because they think they have to be reading teachers. And there’s a knowledge base to reading. And some teachers are reading teachers and science teachers, and I don’t wanna dismiss that. But it’s not that you have to become a reading specialist to integrate literacy into science. It’s how our brains work. And so as you think about the way in which you are learning and the ways in which you want your students to learn, what role does language play? What role does speaking, listening, reading, writing, viewing, play in your class? And then provide opportunities for students to do those five things each time you meet with them.

Eric Cross (42:12):

Dr. Fisher, thank you so much for being here and for your encouragement, and sharing your wisdom and experience. And then personally serving my city, here in San Diego, and my students, when they make it to your high school and ultimately the alma mater of San Diego State University.

Douglas Fisher (42:30):

That’s right.

Eric Cross (42:31):

Yeah. We really, really appreciate you in serving all kids and lifting the bar and making things more equitable for all students. And encouraging teachers. So thank you.

Douglas Fisher (42:39):

Thank you very much.

Eric Cross (42:42):

Thanks so much for listening to my conversation with Dr. Douglas Fisher, Professor and Chair of Educational Leadership at San Diego State University. Check out the show notes for links to some of Doug’s work, including the book he co-authored titled Reading and Writing in Science: Tools to Develop Disciplinary Literacy. Please remember to subscribe to Science Connections so that you can catch every episode in this exciting third season. And while you’re there, we’d really appreciate it if you can leave us a review. It’ll help more listeners to find the show. Also, if you haven’t already, please be sure to join our Facebook group, Science Connections: The Community. Next time on the show, we’re going to continue exploring the happy marriage between science and literacy instruction.

Speaker  (43:26):

I had this moment of realization I felt a few months ago: I’m like, if I don’t teach them how to use the AI as a tool, as a collaborator, then they’re gonna graduate into a world where they lose out to people who do know how to do that.

Eric Cross (43:39):

That’s next time on Science Connections. Thanks so much for listening.

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What Dr. Douglas Fisher says about science

“There are really cool opportunities when teachers come together and realize we can work together to improve the literacy and learning of all our students.”

– Dr. Doug Fisher

Professor and Chair of Educational Leadership, San Diego State University

Meet the guest

Douglas Fisher, Ph.D., is professor and chair of Educational Leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as The Restorative Practices Playbook, PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Better Learning Through Structured Teaching.

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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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Welcome, Idaho SMART educators and schools!

In alignment with the Idaho Department of Education’s K–3 Idaho SMART Project, mCLASSⓇ DIBELSⓇ 8th Edition has been selected to support the initiative’s goals. This selection reinforces Idaho’s commitment to ensuring every child reads proficiently by the end of third grade using evidence-based practices grounded in the Science of Reading.

Log in to access your mCLASS program and hundreds of resources at learning.amplify.com.

What’s new?

Want advice and answers from the Amplify team?

Amplify Help Center
A teacher sits at a table with three young students, holding a tablet. Colorful cards above them display phonetic symbols: /e/, /d/, and /r/.

About mCLASS in Idaho

mCLASS DIBELS 8th Edition will enable the early identification of students requiring additional reading support, providing the data and insights needed to build the strong literacy foundations envisioned in Idaho’s SMART Project through its collaborative work with leadership, district/building coaches, and educators.

mCLASS in Idaho is committed to providing literacy instruction for all by:

  • Aligning core curriculum, instruction, and assessments with the Science of Reading.
  • Providing appropriate literacy interventions to address the varying needs and challenges of 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 from the Center on Teaching and Learning at the University of Oregon, a national center for early childhood assessment and instruction. The measures are already in use in many districts in Idaho. The additional mCLASS suite includes reporting, grouping, lessons, and caregiver support.

Interested in more information? Watch the recording of the Idaho Department of Education’s overview of what is being offered to educators.

Check out the recording!

Transform your assessment and instructional skills with mCLASS DIBELS 8th Edition training.

Ready to master one of education’s most powerful assessment tools? Join our comprehensive mCLASS DIBELS 8th Edition training sessions and unlock the full potential of data-driven instruction!

You’ll gain:

  • Complete mastery of mCLASS essentials, from administration to scoring.
  • Confidence in using standardized assessment guidelines.
  • Expertise in leveraging powerful mCLASS reports and lessons.
  • Proven strategies to accelerate student outcomes through data-driven decisions.

Perfect for: Teachers, reading specialists, interventionists, and administrators who want to maximize student growth through precise assessment and targeted instruction.

Walk away ready to: Immediately implement what you’ve learned and start making a measurable impact on student reading achievement in your classroom or school.

Explore the abundant learning opportunities available for Idaho teachers and leaders below, including session recordings, training resources, and more. Don’t miss this opportunity to elevate your assessment expertise and drive real results for your students!

Register now

Interest Survey

Interested in hearing more and determining your school or district’s eligibility? Complete the interest survey below.

Take the survey!

What to expect next: 

  • An email from Amplify will be sent to schedule professional development based on your survey responses
  • Idaho SMART Project will verify school eligibility
  • Once approved, an Amplify representative will reach out to your technical contact and yourself and provide information on completing the Digital Onboarding
  • Schools or districts will then share roster data with Amplify 

Register now—limited spots available!

Support your implementation with our half-day virtual mCLASS DIBELS 8th Edition training sessions offered throughout the 2025–26 school year. Various session topics will be offered at strategic times to support teachers at critical times. Sessions will be conducted via Zoom, providing a convenient online format for districts seeking flexible professional development without full-site commitments.

mCLASS DIBELS 8th Edition initial training (3 hrs)

Participants will dive into the essentials of mCLASS DIBELS 8th Edition and leave ready to administer and score the assessment to collect data using standardized guidelines.

Register now!

mCLASS DIBELS 8th Edition: Creating a data-driven culture for teachers (3 hrs)

What’s next? Dive deep into mCLASS DIBELS 8th Edition reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS progress monitoring and grouping tools to support a robust MTSS program.

Sessions coming soon.

mCLASS DIBELS 8th Edition: Administration and reporting training for leaders (3 hrs)

Prepare to implement mCLASS with your school or district. Determine systems-level actions that will ensure assessment fidelity and leave ready to leverage key admin reports to support data-informed decision making.

Sessions coming soon.

mCLASS DIBELS 8th Edition: Creating a data-driven culture for leaders (3 hrs)

Cultivate a school-wide culture of data-driven practices. Use mCLASS reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.

Sessions coming soon.

Looking for additional training? No problem. Reach out to your local Account Executive to explore our flexible training alternatives that work with your district’s unique schedule.

Coming soon!

Training resources

A teacher reads with two children while another teacher converses with a student; icons of an ear and a speech bubble are shown.

Explore the complete professional development library and the Amplify webinar library.

View the mCLASS DIBELS 8th Edition Benchmark Scoring in action:

Learn about additional assessment measures (RAN, Spelling, Vocabulary, Oral Language).

Explore more programs.

Flowchart showing five steps: mCLASS Assessment, Amplify CKLA, Boost Reading, mCLASS Intervention, and Science of Reading professional development in a circular progression.

Amplify’s proven suite of assessment, instruction, and intervention is the gold standard in early literacy. Our programs are designed to enable students to build robust foundational skills and grow at all reading levels. Unlock the full suite and learn more about our related programs today!

Get started with mCLASS

Contact us!

Yvonne Rhode
Senior Account Executive
yrohde@amplify.com

Skyler Dario
Account Executive
sdario@amplify.com

Creating lasting change in K–5 math and literacy instruction

Two women seated at a table engage in a lively conversation. One is using a laptop, likely discussing innovative teaching practices. Bookshelves filled with resources for empowering students are visible in the background, perhaps hinting at their dedication to star awards in education.

Transforming math and literacy education takes more than just tips and tricks—it requires vision, commitment, and the right support. Whether you’re rethinking early literacy skills instruction, refining math core curriculum, or fostering a culture of collaboration, you need strong leadership and proven strategies for real change to occur.

“Sustained, meaningful change doesn’t happen overnight,” said Kymyona Burk, Ed.D., a senior policy fellow at ExcelinEd and the keynote speaker at our recent Leading With Vision symposium. “It requires commitment, collaboration, and a clear vision for supporting both educators and students.”

At the symposium—which included keynotes, panels, and math and literacy tracks—education experts from across the country shared experiences navigating instructional shifts, leading curriculum implementation, and setting schools up for success. From building buy-in to making data-driven decisions, their actionable insights can empower you with the knowledge and tools to create lasting change in your district.

Read on for a recap of the core presentations. You can also watch or listen along—and, for extra credit, download the workbook to deepen your learning.

Opening keynote: Key Factors for Successful Transformation in Literacy and Math

Kymyona Burk, Ed.D.
Senior Policy Fellow, ExcelinEd

In her session, Kymona Burk made the case that real student learning progress in literacy and math doesn’t come from policy alone—it requires systemic, research-based change in classrooms. Too often, schools focus on interventions for struggling students instead of strengthening core instruction to prevent gaps in the first place. She pointed to Mississippi’s success in narrowing achievement gaps as proof that evidence-based teaching, teacher support, and family engagement drive meaningful, lasting improvement.

A key factor in that success, she argued, was a firm commitment to the Science of Reading. “We have decades of research on how children learn to read, and we can’t afford to ignore it,” she said.

Burk also stressed math’s similarities to literacy when it comes to effective teaching methods. Just as students need structured, research-backed reading instruction, they also need math teaching and instructional materials that build deep understanding rather than rely on rote memorization. Achieving this, she said, requires strong materials, better teacher training, and a commitment to using data to refine strategies. The path to better outcomes isn’t a mystery—what’s needed is leadership and persistence.

Key takeaways:

  • Tier 1 instruction is the foundation. Schools must prioritize high-quality core instruction to prevent learning gaps.
  • Literacy and math both need urgent attention. Math reform has lagged behind literacy efforts, but both require evidence-based teaching and structured support.
  • Teachers need more than just training. Professional development must be paired with coaching, collaboration, and access to the right materials.
  • Sustained effort leads to results. Mississippi’s success proves that achievement gaps can be closed with consistent investment in people, resources, and accountability.

Leadership Lessons Learned in Baltimore City Schools That Impact Change Everywhere

Janise Lane
VP of Customer Transformation, Amplify; former Executive Director of Teaching and Learning, Baltimore City Schools

Janise Lane’s talk centered on Baltimore City Schools’ multi-year effort to implement a more effective literacy curriculum, highlighting the importance of managing both the logistical and emotional aspects of change. While the district had strong, committed educators, student performance remained stagnant, prompting a curriculum audit and a shift toward evidence-based instruction.

Lane described how to build buy-in and sustainability by ensuring that change is not dictated solely by district leadership. “We had to shift from a system where decisions were made at the top, to one where teachers, families, and community members were true decision-makers,” Lane said.

She also emphasized the need to recognize and address resistance. “Everybody approaches change differently, and it’s our job as leaders to attend to all of those emotions,” Lane said. The key to success, she noted, is creating structured pathways for implementation while remaining adaptable and open to feedback and real classroom experiences.

Key takeaways:

  • Balance structure with flexibility. A clear plan is necessary, but it must adapt based on feedback, data, and the realities of implementation.
  • Small wins build momentum. Celebrating early progress helps shift mindsets from skepticism to belief in the change.
  • Trust and transparency matter. Educators need to see that leadership is engaged, responsive, and committed to making change work for everyone.

Making Math People: Key Shifts in How We Think of Math Assessment

Patrick Callahan, Ph.D.
Educator; Founder, Math ANEX

During his talk, Patrick Callahan emphasized the ways that asset-based assessments measure not just what students don’t know, but the depths of their mathematical thinking. Instead of relying on traditional multiple-choice tests, his approach encourages open-ended responses, allowing teachers to analyze how students arrive at their answers.

Callahan noted that by looking beyond correctness to understand reasoning, teachers can better target instruction. “If all I see is that 37% of my students got an area problem right, I might think I need to reteach area,” Callahan explained. “But if I analyze responses, I see that some kids are correctly multiplying but misunderstanding overlapping rectangles, while others are actually calculating perimeter instead. That tells me exactly where to focus my instruction.”

His research also shows a correlation between students who demonstrated conceptual understanding (such as interpreting remainders in division problems) and higher performance on standardized tests—evidence that fostering deep thinking supports both engagement and achievement.

Key takeaways:

  • Assessments should focus on thinking, not just accuracy. Open-ended questions provide deeper learning opportunities.
  • Targeted teaching saves time. Knowing why students struggle prevents unnecessary reteaching.
  • Classroom discussions boost comprehension. Encouraging students to explain their thinking deepens understanding.

Creating a Supportive Environment for Educators During Times of Instructional Change

Ricky Robertson
Educator; author; consultant

“The number one influence on team effectiveness is psychological safety,” Ricky Robertson said during his symposium session. “Not how talented the individuals are, but how they interact with one another.” His talk focused on how the knowledge that one can speak up without fear of punishment or humiliation affects school culture, educator well-being, and student success, citing research such as Google’s Project Aristotle that demonstrates how high-performing teams thrive not on individual expertise but the quality of interactions among team members.

He also noted that toxic workplace dynamics—such as fear-based leadership, cliques, and bullying—contribute to burnout, disengagement, and resistance to change. Stressing that “strategies don’t transform schools, systems do,” he shared case studies of schools that changed their culture by fostering open communication, restructuring leadership teams, and implementing clear decision-making processes. Creating a safe environment isn’t just about being nice, Robertson said. Robertson noted that creating a safe environment isn’t just about being nice, but about building systems that allow educators to collaborate, support one another, and better serve their students.

Key takeaways:

  • Psychological safety boosts performance. Schools that report a high sense of psychological safety see increased collaboration, innovation, and teacher retention.
  • Structured collaboration matters. Schools with clear communication protocols and leadership structures create more productive teams.
  • Change starts with educators. Supporting teachers’ well-being and professional growth is the foundation for student success.

More to explore

Create transformation that lasts.

Embarking on educational change takes heart, intention, and determination. It also requires proven strategies and practical tools. With data, resources, and countless stories of successful implementations to guide us, we can take the first step toward true transformation together.

A woman with long dark hair is smiling while sitting at a desk in a classroom. Children in the foreground look toward her. The wall has colorful paper decorations.
Three women sit at a table in a library, engaged in conversation with notebooks and pens in front of them.

Principles for Educational Change Management

Whether you’re looking for transformative change in math, literacy, or science instruction, some essential principles apply across the board. As a teacher, administrator, or community leader, you’ll find these guiding principles can help you manage your new curriculum implementation and help each student reach their potential.

Download the principles
Corey Beil, Instructional Interventionist
“This goes out to the interventionists, coaches, and administrators … support your staff. Lead staff trainings, provide push-in support, model and co-teach so that the staff will see that this is not ‘just another initiative.’ Remember, this is the start of a long, powerful journey. Take small steps, do them well, then use data to move on to the next small step.”

— Corey Beil, Instructional Interventionist

Quakertown Community School District, PA

Leading instructional shifts across all disciplines

Two women review material on a tablet next to a document titled "Literacy Change Management Playbook," featuring a flowchart illustrating k-12 education concepts and the implementation of high-quality instruction materials.

Make the shift to the Science of Reading.

Learn the key steps that will drive the success you need.

learn more

Two pages of a math change management playbook for grades K–12, featuring a cover with teachers and a sample interior page with illustrations of children and math concepts for effective curriculum implementation.

Change in math is different.

Managing change in math doesn’t have to mean starting over. It starts with a few simple shifts.

learn more

Cover and inside page of a document titled "Science Change Management Playbook," featuring photos of adults and children engaged in educational activities with high-quality instruction materials for k-12 education.

Be a science inspiration.

Intentional shifts help transform students into concerned global citizens ready to take on the world. Find out how.

learn more

Let data guide your transformation.

The right data at the right time is crucial in planning lasting instructional change. With specific metrics to guide your implementation, you’ll know exactly how to monitor your progress. Download our literacy assessment infographic as a model for the key data questions to ask at critical points in the school year.

Start your data journey
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Achieve implementation success.

Ready to navigate educational implementation with confidence? The following resources will help you discover practical strategies for decision-making, managing change, and engaging stakeholders.

A PDF page titled "The implementation journey" showing five steps, with step one, "Set the vision," highlighted and described in detail at the bottom—ideal for guiding new curriculum in schools or supporting k-12 education initiatives.

Discover five steps to successful implementation.

Balancing decision-making, data collection, and transparent communication doesn’t have to be overwhelming. Discover the five essential steps to making implementation manageable.

learn more

Cover page of a PDF titled "Transforming Leadership: Leveraging Implementation for Impact," showing a woman smiling and talking to others in a meeting room, highlighting the importance of high-quality instruction materials in curriculum implementation.

Think like a leader.

Strategic leadership requires more than sharp management skills. Find out how the leadership brain model can help you, as a district leader, connect initiatives with your broader vision.

learn more

Cover of a PDF titled “Transforming leadership: Leveraging implementation for impact,” featuring two children working together at a laptop, highlighting the importance of curriculum implementation in K-12 education.

Turn plans into results.

Educational change requires intentional effort. Key leadership imperatives can provide the framework you need for effective implementation.

learn more

Woman with wavy, shoulder-length hair and glasses, wearing a black blazer over a patterned top, smiling in front of a plain light-colored background—dedicated to supporting K-12 education and effective curriculum implementation.

What district leaders are saying

“In the past we’ve adopted a resource and we’ve left it to the teachers and the buildings to use and to put into practice. I was determined that we needed to do more than just that for both our teachers and our students. That is really where…the leadership brain concept has come into play. [It] provided the framework and key questions that I needed so that I could reflect, process, and determine what was next throughout the first year of implementation.”

—Lori Riehle, Assistant Director of Curriculum, Northwest Local School District, OH

Woman with long brown hair wearing a patterned jacket and black top stands in front of a beige siding wall, reflecting the confidence seen in leaders of K-12 education and curriculum implementation, looking directly at the camera.

What district leaders are saying

“Through the guidance and collaboration of the Amplify Team, our stakeholders participated in thoughtful conversations, relevant hands-on learning, and the development of clear guidelines for moving forward [with Amplify CKLA]. This process led to the creation of our district commitments, which, together with the six leadership imperatives, remain central to the progress we continue to make today.”

—Kristina Tucker, Coordinator of English Language Arts and Social Studies, Richland School District, WA

Woman with wavy brown hair wearing a brightly patterned blouse, large round earrings, and a necklace, smiling at the camera against a white background—perfect for illustrating curriculum implementation in schools.

What district leaders are saying

“[My advice to other leaders is to] stop trying to fix everything at once. Dig deep with systematic analysis to find your one high leverage problem; then build your entire system around solving it. You can have all the coaching and support in the world, but if you’re not focused on the right problem, those systems won’t translate to classroom impact.”

—Susan Rawlings, Assistant Principal, Charleston County School District, SC

Educational leaders share their success.

Find out how educational leaders have transformed their districts through successful implementation, revealing the commitment and strategic approach that led to real academic improvements.

A document titled "Building sustainable implementation" by Amplify, detailing Richland School District's approach to collaborative commitments for k-12 education, with an orange "PDF" label on the top right.

Change needs commitment.

Change is achievable when everyone commits to the process. See how one district turned collaboration into a successful implementation of Amplify CKLA.

learn more

A document titled "From system to classrooms" discusses Charleston County School District’s efforts to improve teacher resources and support, featuring a Q&A with a district leader. An orange "PDF" label is overlaid.

Existing strengths need focused direction.

Strong district foundations require intentional focus. Learn how systematic analysis helped one district turn comprehensive resources into meaningful impact for teachers.

learn more

A PDF titled "From solo leadership to distributed ownership" explores how a school district engaged stakeholders for sustainable curriculum implementation. Amplify logo appears at the bottom.

Shared responsibility transforms implementation.

Managing implementation alone limits success. Discover how one district leader used stakeholder mapping to create shared leadership and building-level ownership.

learn more

Cover page of a PDF titled "Driving impact through implementation science," featuring a simple line drawing of a head and an orange label reading "PDF." Ideal for those seeking high-quality instruction materials in K-12 education.

See implementation in action.

Learn how one district achieved positive test results across grades 1–5 within their first year of adopting Amplify CKLA.

learn more

Cover page of a PDF titled "Driving impact through implementation science," featuring an outline of Washington state, with the Richland School District highlighted and a focus on curriculum implementation in schools.

Strategic change delivers results.

Results happen when change is managed strategically. Check out how one district turned thoughtful planning into successful Amplify CKLA adoption.

learn more

Cover page of a PDF titled "Driving impact through implementation science," featuring a line drawing and orange banner reading "District Success Story." Highlights high-quality instruction materials in K-12 education. Amplify logo at the bottom.

Curriculum evaluation leads to confident decisions.

Explore how one district implemented Amplify CKLA (after piloting seven different programs!) and achieved powerful kindergarten reading gains.

learn more

Cover page of a PDF titled "Driving impact through implementation science," featuring an outline of South Carolina and highlighting Charleston County School District's curriculum implementation and teacher resources.

Regular communication fosters growth.

Structured coaching support transforms implementation outcomes. Find out how regular communication helped one district achieve consistency and sustained student growth with Amplify CKLA.

learn more

Cover page of a PDF titled "Driving impact through implementation science," featuring an outline map and text about Knox County Schools' academic achievement using Amplify CKLA's high-quality instruction materials.

Preparation creates lasting results.

Comprehensive training creates the foundation for sustained success. Read about how strategic summer preparation and ongoing professional learning helped one county achieve significant academic improvements.

learn more

Professional development for assessment and intervention programs

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

Learn how to administer and score your assessment and develop a deeper understanding of reporting and instruction by investing in professional development.

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Contact us

About Amplify PD

Change is more likely to stick and get results if you take a systemic approach. As our partner, you’ll develop a learning plan that will drive your program implementation, enrich your instructional practices, and increase student impact.

Amplify’s professional development is designed to ensure successful, sustained implementation of our programs. Through strategically bundled packages, our PD sessions provide continuous support that adapts to your educators’ evolving needs.


Prepare
Begin
Practice
Advance
Program-agnostic sessions will set up educators for success 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’s programs. Program-aligned packages will support those who have experience using Amplify’s programs. Offerings will support advanced implementation, build capacity for instructional leaders, certify in-house trainers to deliver Launch sessions, and more.

Our packages include:

  • Launch sessions: Propel your teachers into the new school year by introducing them to their Amplify program, laying a strong foundation for effective implementation.
  • Strengthen sessions: Boost implementation with mid-year sessions that target specific instructional practices, providing the support needed to enhance program efficacy.
  • Coach sessions: Provide tailored guidance and support for educators and leaders to address specific needs, refining and advancing their instructional practices.

About mCLASS Texas® assessment PD packages:

  • Begin packages: Ideal for the first year of implementation, these packages help educators transition to evidence-based practices. Each package includes Launch and Strengthen sessions to set the foundation and support the initial phases of program adoption.
    • Format options: On-site, Hybrid, Virtual
    • Components: One Launch session introduces and supports a strong implementation and one Strengthen session deepens understanding of the program.
  • Practice packages: Designed for the second year of implementation and beyond, these packages deepen educators’ knowledge and refine their practice. They focus on continuous improvement, using data to drive instructional decisions and enhance student outcomes.
    • Format options: On-site, Hybrid, Virtual
    • Components: Two Strengthen sessions expand practice and drive outcomes. We recommend enhancement Coach sessions for ongoing support and addressing customized needs.

About mCLASS Intervention PD sessions:

  • Each intervention program offers Launch and Coach sessions for up to 30 participants per program for year one and beyond.
  • Our interactive sessions are available on-site or virtually, empowering teachers and leaders anywhere with the tools and skills they need to inspire all students to think deeply, creatively, and for themselves.

About Amplify assessment and intervention programs

Amplify’s high-quality programs make it easier for educators to teach inspiring, impactful lessons that celebrate and develop the brilliance of their students. Empowering teachers with tools to provide robust scaffolding and differentiated instruction, assessment, and intervention programs take the hassle and guesswork out of assessments with real-time, actionable plans personalized for every learner.

Learn how to get the most out of your assessment and intervention program(s) through Amplify’s PD.

Assessment

  • mCLASS Texas
  • mCLASS Lectura Texas
  • mCLASS Texas + Lectura

Intervention

  • mCLASS Intervention

We provide PD sessions for all Amplify programs. Contact your account executive to discuss the extended catalog of PD session options or request a quote.

mCLASS Texas Assessments

We’ve created professional development offerings that will help you meet your unique needs this school year. Explore the Begin and Practice packages available for mCLASS Texas Edition and mCLASS Lectura Texas by selecting the session titles to learn more.

Please note that mCLASS Texas and mCLASS Texas + Lectura biliteracy sessions are currently unavailable for the Hybrid 4 and Virtual 4 packages.

Begin packages

Assessment programs

  On-site package
(9 hours)		 Hybrid 9 package
(9 hours)		 Hybrid 4 package
(4 hours)		 Virtual 9 package
(9 hours)		 Virtual 4 package
(4 hours)
  One Launch and Strengthen session per package
Launch sessions
  On-site
6 hr.		 On-site
6 hr.		 On-site
3 hr.		 Virtual
6 hr.
(2 half-days)		 Virtual
3 hr.
Administration and instruction essentials for teachers    
Administration and scoring training for teachers
      
Administration and reporting training for leaders      
Strengthen sessions
  On-site
3 hr.		 Virtual 
3 hr.		 Virtual
1 hr.		 Virtual 
3 hr.		 Virtual 
1 hr.
Creating a data-driven classroom for teachers    
Building a data-driven culture for leaders    
Assessing with fidelity for teachers
      
Reporting and instruction basics for teachers      
Goal setting and growth outcomes for teachers      
Progress monitoring for teachers      
Reporting basics for leaders
      

*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.

  Coach session
Suggested enhancements

 On-site On-site or virtual
6 hr. 3 hr.

Begin: Administration and instruction essentials for teachers

On-site or virtual, 6 hours

Dive into the essentials of your mCLASS Texas assessment program. Learn how to administer and score the assessment and leave ready to leverage mCLASS Texas reports and lessons to accelerate data-driven student outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Administration and scoring training for teachers

On-site or virtual, 3 hours

Learn how to administer and score your mCLASS Texas assessment(s) and leave ready to collect data using standardized guidelines.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Administration and reporting training for leaders

On-site or virtual, 3 hours

Prepare to implement your assessment program(s) at your school site(s). Determine systems-level actions that will ensure assessment fidelity and leave ready to leverage key admin reports to support data-informed decisions.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English only.

Begin: Creating a data-driven classroom for teachers

On-site or virtual, 3 hours

Dive deep into mCLASS Texas reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS Texas progress monitoring and grouping tools to support a robust MTSS program.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Building a data-driven culture for leaders

On-site or virtual, 3 hours

Cultivate a schoolwide culture of data-driven practices. Use mCLASS Texas reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English only.

Begin: Strengthen Focus: Assessing with fidelity for teachers

Virtual, 1 hour

Fortify your assessment administration with trainer-led practice targeted to your unique needs.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Strengthen Focus: Reporting and instruction basics for teachers

Virtual, 1 hour

Learn how to use mCLASS Texas classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Strengthen Focus: Goal setting and growth outcomes for teachers

Virtual, 1 hour

Learn how to use mCLASS Texas Zones of Growth (Zonas de crecimiento for mCLASS Lectura) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Strengthen Focus: Progress monitoring for teachers

Virtual, 1 hour

Implement mCLASS progress monitoring and MTSS best practices to track student progress and accelerate growth.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Begin: Strengthen Focus: Reporting basics for leaders

Virtual, 1 hour

Examine your school-level mCLASS benchmark assessment data to identify key levers for improving student outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English only.

Practice packages

  On-site package
(6 hours)		 Virtual 6 package
(6 hours)		 Virtual 4 package
(4 hours)		 Virtual 2 package
(2 hours)
Two Strengthen sessions per package
Strengthen session titles*
  On-site
3 hr.		 Virtual
3 hr.		 Virtual
3 hr. and 1 hr.		 Virtual
1 hr.
Creating a data-driven classroom for teachers  
Building a data-driven culture for leaders
  
Assessing with fidelity for teachers    
Reporting and instruction basics for teachers    
Progress monitoring for teachers
    
Goal setting and growth outcomes for teachers
    
Reporting basics for leaders     

*Assessment Strengthen sessions should be scheduled after the most recent benchmark window has closed for participants to work with their own data.

  Coach session
Suggested enhancements

 On-site   On-site or virtual
6 hr.   3 hr.

Practice: Creating a data-driven classroom for teachers

On-site or virtual, 3 hours

Dive deep into mCLASS Texas reports and instructional recommendations to drive stronger student outcomes in your classroom. You will leave ready to leverage mCLASS Texas progress monitoring and grouping tools to support a robust MTSS program.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Practice: Building a data-driven culture for leaders

On-site or virtual, 3 hours

Cultivate a schoolwide culture of data-driven practices. Use mCLASS Texas reports to drill into key school-level data and leave with a systems-level action plan to drive stronger student and teacher outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English only.

Practice: Strengthen Focus: Assessing with fidelity for teachers

Virtual, 1 hour

Fortify your mCLASS Texas Edition assessment administration with trainer-led practice targeted to your unique needs.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

New session

Practice: Strengthen Focus: Reporting and instruction basics for teachers

Virtual, 1 hour

Learn how to use mCLASS Texas classroom reporting, instructional tools, and resources to accelerate data-driven student outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Practice: Strengthen Focus: Progress monitoring for teachers

Virtual, 1 hour

Implement mCLASS Texas progress monitoring and MTSS best practices to track student progress and accelerate growth.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

New session for mCLASS Lectura Texas and mCLASS Texas + Lectura biliteracy

Practice: Goal setting and growth outcomes for teachers

Virtual, 1 hour

Learn how to use mCLASS Texas Zones of Growth (Zonas de crecimiento for mCLASS Lectura Texas) reports to set meaningful, ambitious, and attainable student goals that drive student progress and growth.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Teachers, instructional staff (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English or Spanish.

Practice: Reporting basics for leaders

Virtual, 1 hour

Examine your school-level mCLASS Texas benchmark assessment data to identify key levers for improving student outcomes.

Session options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Texas + Lectura biliteracy

Audience: Leaders (maximum 30 participants)

Language: The mCLASS Lectura Texas session is facilitated in English.

Amplify intervention PD sessions

Intervention programs

Each intervention program offers Launch and Coach sessions for up to 30 participants per program for year one and beyond.

mCLASS Texas Intervention

mCLASS Intervention is a staff-led Tier 2 and Tier 3 reading intervention program that does the heavy lifting of data analysis and lesson sequencing, freeing up teachers to teach the reading skills each student needs. View the table and select the session title to learn more about each mCLASS Intervention PD session.

  On-site or virtual sessions
3 hr.
 Self-paced course
Launch sessions
Program overview for interventionists  
Program overview for intervention coordinators  
Program overview course for interventionists    

Coach sessions

  On-site sessions
6 hr.
 On-site or virtual sessions
3 hr.
Coach session
  
Coach session
  

Launch

Propel your teachers into the new school year with sessions that introduce them to their Amplify program(s) and support a strong implementation.

Program overview for interventionists

On-site or virtual, 3 hours

Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures.

Audience: Teachers, instructional staff (maximum 30 participants)

Program overview for intervention coordinators

On-site or virtual, 3 hours

Intervention coordinators will learn the essentials of coordinating mCLASS Intervention and leave ready to implement the program at their school site.

Audience: Intervention coordinators (maximum 30 participants)

Program overview for interventionists

Online course, self-paced

Prepare to deliver mCLASS Intervention lessons and learn how to administer the diagnostic and progress monitoring measures through this on-demand course. This subscription includes an individual seat to the course, which takes approximately 3 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Audience: Teachers, instructional staff (individual seat)

Coach

Support teachers and leaders with learning experiences tailored to meet their specific needs.

Coach session

On-site, 6 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Coach session

On-site or virtual, 3 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Intervention. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Enhancement options

Enhancement options are available for assessment programs such as:

  • mCLASS Texas
  • mCLASS Lectura Texas

Enhancements can be purchased for all teachers/leaders or a subset of educators.

Enhancement offerings for assessment programs

Add the following session to any assessment or intervention package.

  On-site
6 hr.		 Virtual
6 hr.
 On-site or virtual
3 hr.
Coach session for individual teachers, grade-level teams, PLCs, and/or instructional leaders
  

Coach session

On-site or virtual, 6 hours; On-site or virtual, 3 hours

Coach sessions focus on building internal school and district capacity and leadership excellence to accelerate data-driven student outcomes for teachers using mCLASS Texas. Coaching is customized to meet a school or district’s needs and can include observations, modeling, real-time coaching, and/or co-planning.

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Online courses

Launch online courses are available for the following assessment programs:

  • mCLASS Texas
  • mCLASS Lectura Texas

Please view the table below for more information.

Online courses for assessment programs

  Self-paced
Online course
Administration and instruction essentials for teachers

Administration and instruction essentials for teachers

Online course, self-paced

Dive into the essentials of your mCLASS Texas assessment program through this on-demand course. Learn how to administer and score the assessment and leave ready to leverage mCLASS Texas reports and lessons to accelerate data-driven student outcomes. This subscription includes an individual seat to the course, which takes approximately 8 hours to complete. Participants will be able to access and revisit the course as needed for up to one year.

Course options: mCLASS Texas, mCLASS Lectura Texas, and/or mCLASS Math

Audience: Teachers, instructional staff (individual seat)

Additional assessment and intervention programs

Additional sessions and online courses are available for other mCLASS programs (mCLASS Express, mCLASS Math, and mCLASS Intervention Universal).

To learn more about enhancing your Amplify experience by purchasing other mCLASS Texas programs and/or accompanying PD sessions, contact your account executive.

Contact us

We’re here to provide answers and guidance as you explore your PD options. Fill out the form to connect with us and discover how Amplify PD can enhance your educational journey.

S2-05: Moving students forward with project-based learning

A promotional image for the podcast "Science Connections" featuring guest Janis Lodge and the topic "Moving students forward with project-based learning." Season 2, Episode 5.

In this episode, Eric Cross sits with K–5 educator Janis Lodge to chat about building on her own science curriculum to create meaningful project-based learning experiences. Janis shares her work teaching Gifted and Talented Education (GATE), and how to use those practices to help accelerate the learning of all students. Eric and Janis also talk about making time for science within K–5 classrooms. Explore more from Science Connections by visiting our main page.

DOWNLOAD TRANSCRIPT

Janis Lodge (00:00):
To me, the reward of having those kids feel like they accomplished something and the way that they can take ownership of it and go in so many different directions, I cannot take that away from them. That’s such an opportunity that if I have the means to do it, I have to just take it and run with it.

Eric Cross (00:18):
Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Janis Lodge. Janis is a third-grade teacher in Orange County, California, with a specialization in gifted and talented education. Recently, Janis was awarded the Orange County Council for the Gifted and Talented Education Classroom grant. This grant funds a project that provides an extension to her third-grade science unit about environments and survival. Through this project, students will think like a biomimicry engineer as they design a robot that is inspired by an innovation found in nature. In this episode, we discuss how she uses interdisciplinary teaching practices to make time for science learning; why gifted and talented education strategies can benefit all students; and her process for creating a problem-based lesson that ultimately earned her a grant for her classroom. And now, please enjoy my conversation with Janis Lodge. One, welcome! Thanks for being here.

Janis Lodge (01:14):
Of course, I am happy to do it. I’m excited for the opportunity.

Eric Cross (01:17):
Of course! Yeah. Elementary school teachers in science, I feel like there’s so many things to have conversations about. And some of the things that you’ve really focused on, I think, are, really, really important. But I wanna start off with your journey of you becoming a teacher in the classroom. And so, would you kind of give your background, your origin story? How did you end up as a third-grade teacher?

Janis Lodge (01:37):
Well, my story is definitely not a traditional story. Before I was a teacher, I was actually living in Maui, Hawaii. I moved there right after college. I went to Chico State in Northern California. And I got a degree in graphic design. And after I graduated, well, I should give a little bit of a backstory. My last summer before graduating, I spent the whole summer in Maui and I just fell in love with it. So when I graduated, I decided instead of applying for jobs in Northern California, I’m just gonna put some resumes out in Maui and see if I can get a job. And I did. I ended up getting a job doing graphic design and marketing for a kite surf company out there. And I ended up just staying for seven years on the island. And after about seven years, I kind of got a little bit of island fever and decided I wanted to come back to California. I wasn’t sure exactly what I wanted to do, but I just had this calling that I need to do something a little more fulfilling with my life. And I started thinking about different ideas and dreams I had. And I actually started thinking about when I was younger, right? I had this dream. If you were to ask me when I was 10 years old what I wanted to be when I grow up, it would be elementary school teacher.

Eric Cross (02:48):
Really?

Janis Lodge (02:48):
Believe it or not. When I was younger, I transformed my bedroom into a classroom. My stuffed animals were my students. I just thought I’m gonna be the next best teacher ever. And you know, as I went through life and kind of went in different directions, I kind of lost sight of that dream a little bit. But for some reason, when I decided to change careers, I just remembered that. And so I just decided to go get my teaching credential and see if it worked out. And it was probably the best decision I made. I feel like everything just fell perfectly into place. I ended up getting a job at an amazing school, and now, five years later, I’m a third grade teacher.

Eric Cross (03:28):
So one of the questions I have to ask, and talking to elementary school teachers, this comes up a lot: How do you make time for science as an elementary school teacher who’s teaching everything? And let me kind of premise this with, at least for those of us in California, and I’m sure the rest of the states too, but we know this; There’s kind of this pressure with pacing and then even, depending on what school you’re at, math and English tend to get the bulk of things. And maybe there’s this perception also of like, well, I gotta teach math and English, and sometimes science gets put to the back burner for different reasons.

Janis Lodge (03:57):
Well, you’re exactly right. The beginning of the year, we were provided with a pacing from the district. And you know, they try to keep us on track, saying, “You should be starting Unit 2 at this time.” But other than that, there’s really no specific guidelines of how many days we’re supposed to be teaching or for how long. But one kind of secret that I’ve discovered is that I can weave science into the other subjects, specifically with language arts. So quite often what I do is I take a look at the language arts standard, and if it’s identifying the key details and the main idea, well I can do that with the science books used from the curriculum. So I’ll just pull those readers and we’ll do the exact same skill, start with the same standard, but we’ll use the content from science. By doing that, we call that kind of like interdisciplinary study. And the students really enjoy that more, too, because they’re using the same skills but they’re diving deeper into the content.

Eric Cross (04:54):
Right.

Janis Lodge (04:55):
And so also that helps build the background knowledge. So then when it comes to time where, if I want to do a science lab or a science investigation, now they already have that background knowledge ’cause we already dove deep into the reading and they can apply that pretty quickly right away into their lab or whatever activity they’re doing.

Eric Cross (05:12):
Can you give an example maybe of how you might pull out something that might be a skill that you’re trying to develop, maybe in an English content, but you would pull that out in a science lesson, maybe? What would you do?

Janis Lodge (05:25):
We’re actually doing that right now. So we’re in our second unit of science and they’re studying inheritance and traits and they’re looking at different organisms to see how they have adaptations to help them survive in their environment. So coincidentally part of the literacy skills is to look at multiple sources, do research, and summarize and make analysis of what they’re reading. And so we have different varied resources. I have websites; I have books, ebooks, videos, and pictures. And they’re choosing which four sources they want to use. And then, then they’re coming up with a summary at the end and then putting together a Google Slides presentation based on whatever organism that they chose.

Eric Cross (06:05):
Did you have a science background before becoming an elementary school teacher?

Janis Lodge (06:11):
Um, none. Besides what I, you know, took in high school and college.

Eric Cross (06:16):
Did you find it easy to kind of lean into the science, or was it something you just kind of jumped into and said, “All right, I’m gonna get after it”?

Janis Lodge (06:23):
What’s interesting is if, you know, throughout my education, my favorite subjects were English and reading and writing and art. And quite honestly, science wasn’t my favorite subject. But I think because of that, that inspires me to come up with creative ways of presenting the information to them and making it exciting and engaging for them, because I don’t want them to feel that way. I want them to be excited about all subjects. And I think that’s the beauty of combining the different subjects like I mentioned before. Like I say, you know, “What would a scholar do? Think like a wildlife biologist. And like with my project, think like a biomimicry engineer.” And so it kind of shifts their thinking. Like, it’s not just, “Oh, we have to study science.” It’s like, “No, you are the scientist; you are a meteorologist; or you are an author. How would an author write about this? How would an illustrator capture this in a photo or a comic strip?” And so, when you really combine those disciplines, you can take it to another level. So even if science isn’t their favorite subject, like maybe it wasn’t for me growing up, they can still take something they’re passionate about and apply the science content to it and they really resonate with them.

Eric Cross (07:37):
You leaned into your strengths. Which are more like, coming into it, you had all these kind of creative strengths. You have that background as a graphics designer. You were into the arts. But then with those strengths, did that kinda give you more confidence to dive into the science work, because you approached it from your assets that you were already coming to the table with?

Janis Lodge (07:55):
Yeah.You said it perfectly. If you look at it from a different lens, there’s all these different ways you can approach science.

Eric Cross (07:59):
I find it in my own science class, too. We’re all teaching the same standards. But how I approach it is through Eric Cross’s kind of personality and understanding and my angle, and another teacher might do it a different way. But we’re all leading to the same destination.

Janis Lodge (08:14):
Exactly.

Eric Cross (08:15):
That kind of leads me to my next question, and this is having to do with the project that you just alluded to. The biomimicry project. So you did a biomimicry project. Would you consider that like a project based-learning assignment?

Janis Lodge (08:26):
Well, this will be the third year that I’ve taught this unit. And when I wrapped it up last year, it’s through the Amplify Science program, and they do a wonderful job of having a lot of investigations and really thinking like a biomimicry engineer. But the final part of the unit was to design a robot inspired by a giraffe, to eliminate invasive plants in a particular environment. And the project part of it at the end was to create a model using Popsicle sticks and pipe cleaners. And then the other part of it was a digital simulation where they would put in different shape structures of teeth, and kind of reconfigure the shape of the mouth. And then they’d put in what they think is effective, and then the computer would say, oh, you’re 98% successful or 70% successful. And I remember at the end of it the students were like, “OK, well when do we make the robots?” And I thought, “Well, we’re just doing the simulation, or we’re just doing this model out of Popsicle sticks; we’re not actually gonna make a robot.” And they just seemed so disappointed. And that’s kind of how the wheels started turning my head like, “Well, what if they actually could make a robot? The only thing stopping me is I don’t have the materials to do it.” So, shortly after that unit wrapped up, coincidentally I saw the email about this grant opportunity that was being offered through the Orange County Council for Gifted Education. And they said, If you have a project that you wanna get funded that would promote GATE strategies within the classroom, then you can submit this proposal. So that’s how the ball got rolling for that proposal. And I researched different robotics kits and different companies and I found one that was really user-friendly for third graders, and not so difficult for me to learn as well.

Eric Cross (10:10):
You’re a risk taker. Like, I’m already seeing this as I’m talking to you. Is that just who you are or do you have a network? Like what keeps you taking these risks?

Janis Lodge (10:18):
I don’t really consider it a risk, because it’s exciting for me. Like I said, I don’t know that much about robotics, but the idea of learning more and then teaching that to my students is exciting. And you know, there was a little bit of risk ’cause I’m deviating a little bit from the curriculum, from the standard lesson, but to me, the reward of having those kids feel like they accomplished something, and the way that they can take ownership of it and go in so many different directions, and on top of that, develop coding skills and computer science skills and robotic skills, to me it was just like I cannot take that away from them. That’s such an opportunity that if I have the means to do it, I have to just take it and run with it. So I think just being inspired by the potential outcomes of what could happen is what made me take that risk.

Eric Cross (11:05):
Did you just kind of create this from scratch? Did you work with a team of people? How did you come to the point where you were ready to present this for the grant?

Janis Lodge (11:12):
Pretty much from scratch. Like I said, the Amplify unit, it does teach them about robotics that were inspired by nature. So some of the materials that they read, and there’s some videos that show really great examples. There’s like a robotic arm that was inspired by an elephant trunk. There’s a book that shows what this field is, biomimicry engineer, they actually show like what they do in that field. And I thought this is a perfect way to apply it because the curriculum’s already pretty much set it up for me; now I just have to add this one final component to it. And essentially it becomes project-based learning at that point, because they’re taking their knowledge and their skills that they’ve learned up to that point. Even the unit that we’re doing doing right now is building up to it. So it’s kind of that final—instead of giving them a test at the end and saying, “OK, tell me what you learned about inheritance and traits and environments,” they can actually take that knowledge and apply it to an innovation or creation that comes out of their own mind, which is so much more powerful.

Eric Cross (12:11):
Do they connect to any other learning goals as they’re doing these projects?

Janis Lodge (12:15):
Well, I think first and foremost, the 21st century skills that from day one I tell them, the four Cs: collaboration, creativity, communication, and critical thinking. All of those are woven in through this lesson. From the beginning, we talked about the whole engineering design process. So from the beginning, they start with a question and oftentimes that actually can be the hardest for them to think about, “What’s a scientific question or a problem that I wanna solve?” If they’re passionate about, maybe, a sport or the environment or something within their school, I go, “There it is. OK, that’s the problem. How can you design something inspired by nature to solve that problem?” And then, from there they go into the planning and the designing and the testing and then the improving. So going through that engineering design process, I think, is what really makes them feel like they are the engineer going through this. And they can make mistakes. They can take risks. A lot of my students I’ve found are afraid to take risks. They wanna make sure they succeed. And they need that challenge to know that if they do fail, that’s OK. We can just revisit this. We can test it. We can look at it in a different way.

Eric Cross (13:27):
You maybe wonder about, how do you assess something like this?

Janis Lodge (13:30):
I think that’s where all those stages along the way are important. Because I wanna make sure that they have a plan and that it’s based on the knowledge that they’ve gained in the unit. I think one of the other things about project-based learning is the final product of how they demonstrate their mastery. And in my classroom I oftentimes give them a choice of how they’re gonna present that to me. So maybe they’re going to write it out like an essay. Maybe they’re gonna create a Google slide. Maybe they’re gonna make a video. Maybe they’re going to—obviously in this part they will have the model, but they’ll have to have some way to explain it to me. And I think giving them that choice gives them the opportunity to show it in the way that’s meaningful to them.

Eric Cross (14:14):
And are you using like a rubric when you’re grading these assignments? Or, how do you actually grade it?

Janis Lodge (14:20):
Yes. So we have a rubric that’s provided to us for the written component that all the students will do at the end. But I can take that same rubric and see if they’ve applied that to the project. So even the verbiage wouldn’t really need to change. I think it’s still important that the students are able to demonstrate this in written form and so all of them will still complete that written component, but to also give them the opportunity to show that in the modality of their choice. I think is really important too.

Eric Cross (14:48):
Right. And you have some students that feel much more comfortable being able to present orally versus—

Janis Lodge (14:53):
Exactly.

Eric Cross (14:53):
—versus writing versus maybe doing a video. I mean, we see that in middle school and in high school too. Students show their knowledge or their understanding of a topic depending on the medium in different ways, and some better than others. Some may find that they can communicate it a lot better orally, but when pen goes to paper or fingers go to keyboard, you might grade it completely different, ’cause they’re not able to transfer what’s in their mind into writing. And the way you’re doing it, and giving that student choice, they probably have so much more buy-in, I’d imagine, because they get to pick what they get to do.

Janis Lodge (15:21):
Right.

Eric Cross (15:22):
You said something earlier and I wanna come back to it. So you mentioned GATE, and GATE is not something that I hear a lot in my world, but it was something I heard a lot when I was in school. There were kind of all of these perceptions and ideas about GATE. You’re a GATE teacher, correct?

Janis Lodge (15:38):
Right.

Eric Cross (15:39):
What is GATE, and what is it like being a GATE teacher? What are the misconceptions, if any, that you might have heard or come across?

Janis Lodge (15:46):
Well, so GATE stands for Gifted and Talented Education. And first and foremost, I think a misconception is that we’re just kind of doing whatever we want; we come up with our own lessons and teach a totally different curriculum. Which is definitely a myth. Because we start with the exact same standards as any other third grade class that you’d walk into. That’s definitely where we start. But I think in addition to the standards, we also implement what are called GATE standards: So they’re Depth, Complexity, Acceleration, and Novelty. And there’s a lot of tools that we use in the classroom, different strategies. You’ll see things like the prompts of Depth and Complexity. We’ll use things like “think like a disciplinarian”; I’m doing “think like a biomimicry engineer.” But really, all they are are just thinking tools and strategies to elevate students thinking and kind of go below that surface level of the content to dive deeper. It also provides opportunities for acceleration. So for example, our last science unit, it was on magnetic force, and there was a handful of students that just grasped the concepts right away, and they’re ready for something else. They’re ready for more rigor. They need some challenge. And so at that point I can kind of pull that group aside and provide some differentiation for them. And I said, “OK, well, you understand the concept of magnetic force, balanced forces. So now what I want you to do is think about something that you’re really passionate about, and how could you use magnetic force somewhere in that field—again to solve a problem, problem-based learning—and present it to me?” So they create this form, it’s like a “think like a disciplinarian” frame, and one of them was “think like a hockey player.” And he’s trying to think of a way that he can incorporate magnetic force. Anyway, I could go on and on. But basically it’s finding what these students’ passions are. And I do that with all my students. And I should probably preface this by saying that even though these are standards that I implement in my classroom because it’s a GATE classroom, these are practices and tools that can be applied to any learner, at any age. And they really just enrich the education for all students.

Eric Cross (18:02):
So your classroom is, is a mixed classroom. There’s GATE students and then general—

Janis Lodge (18:05):
Right.

Eric Cross (18:07):
—students, non-GATE students, in the same class. It’s interesting because I imagine GATE is kind of scaffolding up to a higher level, but then, you also said something that I’ve noticed when I’m creating scaffolds for my students to support them, who may not be at a grade level, maybe in reading or literacy or math, those same scaffolds can help all students.

Janis Lodge (18:27):
So yeah, I don’t just go, “OK, you’re my GATE students; I’m gonna use these practices on you.” I use it for the whole class. But I’m also surprised by having that mix of these different learning styles. A lot of times students are inspired by other students, or, you know, we have this big thing about one of the prompts is Multiple Perspectives. I try to do that as much as I can, because students are inspired by the ideas of their peers. And quite often, if they hear it from a peer, it could be exactly what I just said, but they heard their student say it in a different way and it just clicks and they’re like, “Wow, I get that.”

Eric Cross (19:00):
I think a lot of teachers struggle or, or maybe feel ill-equipped, to support higher-level students. Did you get trained to be a GATE teacher? First lemme ask that question: Did you get special training for this?

Janis Lodge (19:13):
Yes. I went through a course, I think it was like a six-week certification course, through my district.

Eric Cross (19:19):
OK, so you got a special training, which—I’ve been in the classroom for nine years; I teach at a university as an adjunct professor; but I’ve never been trained on teaching gifted or accelerated students. And I’m kind of wondering now, like, do you feel like it made you a better teacher?

Janis Lodge (19:33):
Absolutely.

Eric Cross (19:34):
And if so, how do I get to do this?

Janis Lodge (19:36):
Well, it’s through the county. I mean, anybody can get trained and certified how to teach this way. But, just like you said, I think coming out of that, my eyes were just open, and my biggest takeaway is that these practices, even though they are designed for gifted and talented, it really kind of reshaped my thinking about how I, number one, present material to the students, that I’m doing it in an engaging way, and I’m not just lecturing at them; there’s opportunities for them to collaborate and communicate and use multiple resources. So, you know, how I’m teaching has changed. And then also, how I’m providing opportunities for them to demonstrate their learning. And a lot of that is project-based learning, because once they have the knowledge and skills they need to do something with it. I mean, that’s really the true definition of innovation, is taking the skills or taking something that you’ve learned, and now go with it. Run with it.

Eric Cross (20:32):
How can we take what you’ve learned and then kind of spread it, so teachers have this in their toolkit, too? Like for me, I have multiple ways to be able to support reading and literacy and math and tools and sentence frames. And my students who have special learning plans, I have a have a lot of tool sets for that. I wanna build my tool sets for this other area for my students who want to continue, who wanna run, or go beyond, or even stretch themselves. I think we need to take some of the things that you’re doing and not make them kind of like this exclusive group, but also let’s share it with everyone, ’cause if everybody can access it—

Janis Lodge (21:03):
I agree.

Eric Cross (21:03):
—we might see a lot more potential or a lot more opportunities for students who might not otherwise have them.

Janis Lodge (21:08):
And one thing: My school, I’m really proud to say that my principal has seen that. You know, he’s like, “Well why are we just keeping this in the GATE classroom?” So he’s working on getting all of our teachers certified.

Eric Cross (21:19):
No, I love what you’re doing and your principal sounds, sounds awesome for doing that and recognizing that this can benefit more students than just the ones who, you know, pass the Raisin Test, I think it’s what it was called when I was taking it, or whatever it is back then.

Janis Lodge (21:31):
Exactly.

Eric Cross (21:32):
We’ve talked about project-based learning, the GATE classroom…I kind of wanna come back to you as we wrap up. Thinking about, like, the jobs that you and I do, and the people that listen to this podcast, we have one of the few jobs that people remember us for a lifetime. And I wanna ask you, who was someone that was maybe inspirational in your educational career, that inspired you, or is maybe one of the most memorable? You might have several…but who is someone that was memorable to you in your career, and why? Why were they memorable to you?

Janis Lodge (22:02):
Yeah. Well, obviously, when I was younger, I was definitely inspired by all my teachers. The fact that I turned my bedroom into a classroom…I just was just in awe of this profession. But I think one that really resonated with me was my junior year in high school. I was taking a newspaper class and the teacher was Mrs. Kavanaugh, and she really taught us everything from writing the articles to the editing, to putting the pages together. And I remember in that class I was working on this program called QuarkXPress. I don’t even know if it exists anymore. But I was just fascinated with putting all these pieces together that we’d worked on for so long and getting the articles, picking the pictures, the illustrations and the titles. And I remember her looking at me saying, “You really enjoy this, don’t you?” And I said, “Yeah.” And she said, “Well, I have a computer graphics elective class that you should take next year.” And I thought, “OK, I’d love to do this, this opportunity to expand my knowledge and my skills.” So because of that, I took the computer graphics class the next year and I just remember throughout the whole time, she was just constantly encouraging me and acknowledging my skills. And I find myself doing that as a teacher as well. ‘Cause that really resonated with me. And it’s funny, this summer I was going through some boxes of some old stuff from high school, and I found this handout that I had made, because I remember my senior year of high school, she said, “Janis, you know what? You’re doing such a great job; we have these new, incoming students coming into the newspaper class, and I’d love for you to actually teach them how to do this pagination on this QuarkXPress program. I want you to put something together and actually teach it to them.” I thought, “Wow, she believes in me that much that she’s gonna let me teach this to the incoming students.” But I think my takeaway from that was that she gave me the opportunity to take those skills and actually do something with them, to apply them right away.

Eric Cross (23:53):
Mrs. Kavanaugh. Miss Kavanaugh. Shout-out to Miss Kavanaugh. As you told that story, I heard you as a teacher because I’m hearing she’s applying these GATE strategies in that situation. That’s what that’s what I heard.

Janis Lodge (24:08):
Yeah, absolutely.

Eric Cross (24:09):
She personalized this learning. She created a specialized opportunity. You presented to a real audience that was authentic. It had this personalization in it and this rigor and this challenge and it made a huge impact. And it’s just amazing to listen to you and hear this come full-circle, and now you’re doing this with little ones. And I just wanna thank you for your time in doing the interview, sharing your story with how you became a teacher, your students, the projects that you do. And just like so many teachers, going the extra mile for your kids and bringing in these really important 21st century skills; they’re gonna be so much better off for it. And I know it makes my job easier when I get them in the classroom, so thank you.

Janis Lodge (24:49):
Yeah. Well, thank you for the opportunity.

Eric Cross (24:51):
My pleasure. Thanks so much for listening and we wanna hear more about you and the educators who inspire you. You can nominate them as a future guest on Science Connections by emailing STEM@amplify.com. That’s S -T-E-M at amplify dot com. And be sure to click subscribe, wherever you listen to podcasts, and join our Facebook group, Science Connections: The Community. Until next time.

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What Janis Lodge says about science

“The reward of having kids feel like they accomplished something and take ownership is such an opportunity [with project-based learning] that I have to run with it. Being inspired by the potential outcomes of what could happen is what made me take that risk.”

– Janice Lodge

3rd Grade Teacher, De Portola Elementary

Meet the guest

Janis Lodge is a third grade teacher in Orange County, California. Her career in education started six years ago when she decided to follow her passion of making a positive difference in the lives of young scholars. Prior to teaching, Janis lived in Maui, Hawaii for seven years, working in the field of graphic design, marketing, and hospitality. She has found that her interest in innovation, project-based learning, and inquiry-driven exploration has helped shape her into the educator she is today. STEAM is integrated regularly into her classroom, and her students continually develop 21st century skills through a variety of unique projects. ​​Janis is also a PAL (Peer Assistance Leadership) Advisor for her school, where she helps young leaders (4th-6th graders) cultivate their leadership skills and empowers them to make a positive difference in their school and community. Janis was recently awarded the Orange County Council for the Gifted & Talented Education Classroom Grant, which will provide an extension to the third grade Amplify Science Unit: Environments and Survival.

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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. Listen here!

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S1-10: Empowering the science educator: Jessica Kesler

Promotional graphic for "science connections podcast" season 1, episode 10, featuring a smiling black woman named Jessica Kesler, with educational icons like a globe and magnifying glass around her.

In the final episode of the season, Eric sits down with his friend and professional development facilitator, Jessica Kesler. Jessica describes her passion for sharing free, high-quality, empathy-centered professional development for K12 educators. Jessica also shares her experience jumping into leadership positions while teaching in Philadelphia. Eric also chats with Jessica about how students often lean on teachers for more than delivering content. Explore more from Science Connections by visiting our main page.

Download Transcript

Jessica Kesler (00:01):

One student at a time, isn’t gonna bring a million students through the door. But if we focus on their teachers, then they can implement it in their classroom and have this multiplicative effect that can continue on and help us to reach those millions of kids and helping them be prepared for future careers.

Eric Cross (00:19):

Welcome to science connections. I’m your host. Eric Cross. My guest today is Jessica Kessler. Jessica’s director of professional learning at TGR foundation, which is a tiger woods charity. There she creates and leads free stem, professional learning opportunities for educators across the country. Prior to working at TGR, Jessica worked as an elementary, middle and high school science teacher while fulfilling several leadership roles, including science department, chair and principal intern. In this episode, Jessica shares some of her classroom experiences while working in Philadelphia, where she was in classrooms, where her students needed her to be more than just her content. She also addresses how designing professional learning with empathy for teachers in mind creates better experiences for teachers. And now please enjoy my discussion with Jessica Kessler. So let’s, let’s start off with St. Joseph’s chemistry college to the classroom, like your origin story. What led you to ultimately get into the classroom and being successful, even just looking at, at your kinda like your resume or your CV of all of the things that you’ve done. You definitely weren’t idle, but start off with chem. Yeah. Like where did that passion come from?

Jessica Kesler (01:27):

Yeah. So when I was younger, I just had this burning passion to help people. Right. And when you’re young and you think about helping people, you think about doctors, doctors help people. Right. So I had this idea that I wanna be a surgeon. I wanna be a black surgeon. I wanna be a young girl, female Charles drew, and I just wanna go out there and do it. And so my mom is actually an alum of St Joe’s. So I spent a lot of time on campus cuz as she was getting her mini master’s degrees I will visit campus with her often. And so when I applied, I had the scholarships, had everything and I went in ready to be bio ready to be a surgeon. I took my first bio class and I was like, yes, let’s talk about the human body. And let’s get into dissections and sections. And they were like, okay, so a plant so has this. And I was like, Ooh <laugh> I was like, this is not what I was expecting at all. It just felt so detached from the trajectory that I wanted to take. And it just did not feed that passion of helping people in the immediate moment.

Eric Cross (02:31):

Did it, did it feel too abstract?

Jessica Kesler (02:33):

It felt abstract. It felt boring. Okay. And one thing I didn’t want was to be like stuck, bored. Like if I’m not being stimulated in a good way, mm-hmm <affirmative> then it’s not gonna last, but I love science. So I switched over to chemistry cuz I’m like this chemistry is exciting. I’m mixing things together. I’m producing new things. I’m doing extractions. I’m being introduced to machinery that I haven’t seen before. I’m loving it. I’m doing a math. The math is awesome. And so I switched over to chem and I started doing research in the summers and things like that. My research was around water quality in Philadelphia and looking at different natural water sources and comparing them and all those great things. But I was in a lab and the lab had no windows and I was stuck talking to this atomic absorption specter every day.

Jessica Kesler (03:24):

And I hit that, that wall again, where it was like, is this the rest of my life? Like talking to these machines and not having windows and not being able to interact with people. What is this? This can’t be life. And so I was seeking out some new opportunities that said, Hey, I need more money. First of all. So I’m like, I call the financial aid office like every week, like, Hey, what’s out today. What new scholarships do you have? I’m applying for everything. Like it was my goal to not have to pay for much of my education. And so I was talking to them and they’re like, Hey, you’re in science. There’s this awesome opportunity called a noise scholarship where they’ll pay for your last year and your master’s degree. If you go into education mm-hmm <affirmative> and I sat on it and I was like, this makes so much sense to me.

Jessica Kesler (04:12):

I was like, I’ve been literally tutoring my peers and teaching in churches and all this other kind of stuff. My whole life. It makes so much sense. How come nobody ever said this before? <Laugh> and so I applied for the noise scholarship, got in and started, you know, mm-hmm, <affirmative> doing practicums in the classroom as I went through my last year as a chemistry major and my first year for my masters and it just felt so right. And I was like, I can do this. And of course there were a lot of people who told me, no, Josh, you can’t do that. Like these kids will eat you alive. And I’m like I don’t think so. <Laugh> but, but that’s give it a go. And I stepped into the classroom and it, it just felt like, felt like it was always meant to be there.

Eric Cross (04:57):

So you were able to, you were able to make that connection between, I mean, if you’re, if you’re studying chemistry and bio and going into stem, I mean, there’s, there’s an aptitude there, but then you realize that this there’s a road that you could take that leads you into a room with no windows. And you’re just hanging out with machines all day

Jessica Kesler (05:14):

And I’m not helping people. Right. Right. And that was, my passion was like, I’m not helping people sitting in this room. I need to be a person that’s outside telling people about what happens in the room. Right. And how they can get involved and like what’s going on in here. Like that’s, that’s where I can be useful.

Eric Cross (05:28):

When you were, you were in Philly when you were teaching, what were you teaching when you were there?

Jessica Kesler (05:33):

So I started off teaching eighth grade science first job in north Philadelphia, teaching eighth grade science and just a, a funding tangent that first day a student called me a B

Eric Cross (05:44):

Trial by fire

Jessica Kesler (05:45):

Trial by fire called me out in front of like the whole floor. We were outside doing line drills and just was like, I hate you miss Kusa your B. And I was like, oh, this is it. This is it. This is where you stand your ground and you take it or you, you bail out <laugh> and you go back into the lab mm-hmm <affirmative>. And of course at the end of that, that traumatic experience between all the kids, like two months later, she wanted me to adopt her. So like everything comes full circles. Right.

Eric Cross (06:10):

That’s how it is. Right.

Jessica Kesler (06:11):

But I started teaching eighth grade science. There’s not a lot of science teachers at that level who actually have a science background. Most of them have elementary school background. So I’m the only scientist walking into the science classroom and saying, this is how science actually works. And so I ended up taking a lot of onus of science while I was there. Ended up building out the K through eight curriculum for science. I ended up doing like a science strategic plan to submit to the district. I ended up leading out our first couple stem nights and like really leading the stem department and kind of our science department. And this was as like a second, third year teacher <laugh> know, but nobody else had the science mm-hmm, <affirmative> the way that I had the science and the education. So it really opened up a door for me to be able to, to run full steam with all those things.

Eric Cross (07:04):

So MI was it primarily middle school during those, those years that you were there?

Jessica Kesler (07:07):

So there, I started with middle school and I did that purposefully because I was still young and I wanted there to be a good age gap between me and the students. And then I moved up to high school and taught high school chemistry, also taught a couple other different subjects while I was at that school. But primarily high school chemistry. Then I actually took a big leap down and I said, okay. I was going for my second master’s degree in educational leadership. And I was going for my principal cert. And I said, if I’m gonna be a principal of a school, then I need to understand all the levels of education and how they operate, cuz they operate really differently. So I said, I started in middle school, went to high school. I don’t have elementary school experience. In fact, I’d spent a day in a kindergarten classroom and I was like this never again, but I was like, I need to go back down there and I need to figure out how this system works because you know, I never know where I’m gonna land as far as principalship.

Jessica Kesler (08:01):

So I went and taught fourth grade.

Eric Cross (08:03):

How was that experience?

Jessica Kesler (08:05):

So imagine me going from teaching high school, seniors and juniors Uhhuh and like they’re self-sufficient and you know, they’re independent, they’re driving to school and all these things. And then I immediately drop down and go into fourth grade where these kids are crying every five seconds. They still have like a lot of bodily fluids, like there’s noses running and things. And like <laugh>, I was like a fish outta water. I was like, what is this? What’s going on down here. But those kids pour out so much love. And they, you, you become another parent to them. Mm-Hmm <affirmative> your high schoolers know who their parents are. They kind of are finding their place in society, but the little ones, they only know big people as parents, small people as equal. So they see you as another parent. So it taught me a lot about, you know, patience and breaking information down, even smaller. I had to figure out new and inventive ways to teach science and bring it down so far that they would be able to grab onto it and achieve it. And it was a challenge, but at the end it paid off, we were running, we were hitting like great markers for all of our PSSA goals that year. I mean, we were really knocking it out the park

Eric Cross (09:17):

And this backstory leads into how we met and adds to the picture as to why I really want to have you on, because your involvement with TGR, which is where I want to go next for the folks listening. I bet a lot of them have no idea what it’s about, just like I did. And now me learning about TGR foundation and meeting you I would love to make sure that everyone knows about it and what they offer.

Jessica Kesler (09:39):

Absolutely. So TGR foundation, a tiger woods charity was founded by tiger woods and his father with a mission to really introduced them education to students in low income minority populations and prepare them for success in their world and their future careers moving forward. And so was founded in 1996 and went through several changes in iterations since 1996. But eventually opened up its first learning lab, which is in Anaheim, California. And through the learning lab, they opened up these satellite sites. So they basically partner with schools to provide after school education and robotics and wearable electronics and things like that. And they would partner with schools to teach these courses after school, they would pay the teacher, pay for the materials and stuff like that to provide more opportunity for students in different areas. And so that’s how I was introduced to the foundation because while I was teaching high school my good friend and previous manager, Jason Porter shout out to JP Jason Porter used to lead the tiger woods foundation when it was the tiger woods foundation.

Jessica Kesler (10:52):

He used to lead the afterschool program. And when I joined that high school, he said, Jess, you got all this great content, knowledge, all this great enthusiasm, and we wanna get more women into this robotics. We wanna get them engaged in this process of, of stuff. And you will be a great role model to start bringing in more of our female students. And I was like, great, sign me up. And that’s where I started working with the TGR foundation, right after school programs, getting my students into robotics, competitions and clubs, doing different challenges and design challenges. And then after some time, a few years, they actually needed someone to come to the DC area and support the development of professional learning and partnerships here in DC, as they were continuing to expand. And really it came out of the idea that tiger gave this big mission to the organization that he wanted to reach millions of kids.

Jessica Kesler (11:48):

He said millions and everybody said, what millions, what M <laugh>. So the foundation was like, okay, well we can’t reach millions by just tackling one student at a time, right? Not one student at a time, isn’t gonna bring a million people or students through the door. But if we focus on their teachers, mm-hmm <affirmative>, then those teachers not only spend most of their day with these students and learn the basics of their skills with these students. But each one of those teachers has 30 to 150 200 students that they see every day. And that’s how we multiply this effect. So we train the teachers on all the stem competencies and the pedagogical tools and strategies to implement the stem that we’re doing in our learning labs. And then they can implement it in our classroom and have this multiplicative effect that can continue on and help us to reach those millions of kids and helping them be prepared for future careers.

Eric Cross (12:44):

And so D divide the effort, multiply the effects. Exactly. And then when I was exposed to it, this was over zoom. Now, how long has it been going on? Has it always been virtualized or did you do the, were you all doing this before? We all went online

Jessica Kesler (12:57):

Before the pandemic man, the glory days, right before pandemic, it feels like I’m talking about prehistoric times, right? Like back in the dinosaur, like era, like, I don’t know, pre we actually did these workshops in a person. So we would invite people to come to DC, invite teachers in Philadelphia to do a Philly one. We were in New Mexico. We were in Florida. We were, I mean, we were everywhere and this would be a extremely hands on engaging workshops. So not only do we focus on this is the theory and the philosophy behind the pedagogy, but we would also focus on like creating a student experience for the teacher, having the teacher flip into student mode and put on that student hat and actually go through sample lessons, model lessons and activities as the student so that they can feel it. So you can feel if, if you feel confused, your students are gonna feel confused.

Jessica Kesler (13:52):

If you feel like this is challenging, you, your students are gonna feel the challenge. If you are, don’t understand the instructions, your students will understand the instructions. So it gives us a different perspective and it puts us in their shoes. So we can better empathize with them and create more responsive lesson planning. So we flipped them into that student role for that purpose. When COVID hit, we went virtual, but virtual allowed us to reach teachers that we probably would’ve never hit. So it was kind of that blessing and disguise, right? It was like we didn’t keep people as long cuz obviously virtually you’re not, you don’t wanna stare at a screen for eight hours. So we cut it down. We revised it a little bit, but we kept the hands on philosophy and feel of it going by, you know, using materials that they could find at home really modeling what education could look like.

Jessica Kesler (14:41):

Mm-Hmm <affirmative> if you used your Z zoom room to capacity, or if you had these materials and resources or rethought your lesson plans and structures. So we went virtual and not only were we able to hit so many more thirst that first year thirsty educators ready to get, dive into it, ready for some comradery with fellow educators. But we were also able to expand our international network. We were able to get so many international educators through our global work that it was, it was beyond what we had when we were in person. So it really had this skyrocketing effect.

Eric Cross (15:20):

There’s professional learning pathways and then virtual stem studio. Is that right for professional development for like teachers who are listening, are those the two kind of main prongs?

Jessica Kesler (15:30):

Yeah. So a stem studio is basically just one, right? And a pathway is a collection. So we now offer four stem studios, four separate stem studios. The first one is on inquiry mindset. You attended that one area. And it’s really about for teachers who are changing their perspective on what the classroom should look and feel like, especially administrators too. It’s about developing that inquiry mindset. So you understand and you feel, and you practice and you learn the tools that are necessary for inquiry to happen in your classroom. We never promote overhauling your classroom. We’re just saying, add a little bit here and there and see how it impacts your students. The second one is on making inquiry, visible, making inquiry visible is all about making students thinking visible in the moment. What are tools and strategies that you use so that students can illuminate their thinking for themselves, but for you and their peers as well and how we benefit from that.

Jessica Kesler (16:28):

So not only do the students get to see their own thinking as they progress and you get to tell the story of how their minds have evolved, but you, as the teacher get to see, oh, this is where everyone is making the mistake, or this is how this misconception came about. Or this is where I need to target for my next lesson. So it makes you more responsive in the moment. And then the third and fourth one where we’re actually launching for a small group this summer, it won’t be available to the masses until maybe a year or two down the line. We have one small group that we’re just going to test it out with. The third one is about developing your inquiry environment. So thinking not just about your physical space, but thinking about your intellectual space too. So what are the things that you can embed into your physical space and develop in a student’s intellectual space that will help you create a holistic inquiry environment?

Eric Cross (17:22):

So this is this inquiry space, not just physical, but then also the intellectual environment

Jessica Kesler (17:26):

Intellectual. Exactly. And it focuses in on the design process and how we design spaces. Because as a teacher, we take a lot of background in the background onus of de creating these spaces. If you take someone out of an old habit or space and tell them, oh, we are gonna change in your minds and teach inquiry, but put them back in the same environment, they’re gonna be conflicted, right? Their bodies wanna do one thing, their minds wanna do another thing. And they don’t know how to bridge the gap between the two. So this is a really illuminating, like how do you change all the spaces? How do you design a flow in space in your classroom and in your students thinking that allows them to be productive in that inquiry environment. It’s really good stuff

Eric Cross (18:11):

Who creates these experiences for teachers.

Jessica Kesler (18:14):

We do. So me and my teammate, Holly, Dard shout out HD. Holly Dard, we really put our brains together and developed these. So it’s a really a team effort because like Jason Porter, Eric even David Tong when he was with us, really collectively thought about what it is that we wanted educators to experience. And then Holly and I do a lot of the grunt work, but then we really collectively put it all together and make it what it is. So I have a heavy hand and a lot of that. And in fact, inquiry four is all about the entrepreneurial mindset. So oftentimes educators don’t consider themselves entrepreneurs, but if you take a look at what an entrepreneur is and what they do on a regular basis, educators are entrepreneurs, but we are missing an opportunity to use our entrepreneurialship in the classroom to drive for stem competencies in inquiry based practices. And so in, in stem studio, four, we really focus in on how the educator is the entrepreneur of their classroom, but also uses entrepreneurial techniques to tackle issues in their schools, districts, and spheres of influence. So it’s really taking the educator to the next level of their teaching practice through entrepreneurship. This is some deep stuff.

Eric Cross (19:37):

It is, well, this entrepreneurial mindset is, is something that I’ve heard before. And I definitely see the link between even the term teacherpreneur beyond just selling lessons on teachers, pay teachers. <Laugh> it’s way bigger than that,

Jessica Kesler (19:52):

Where entrepreneurs actually in the classroom, not just because we do things on the side to make money. Exactly.

Eric Cross (19:57):

A lot of teachers hear that. They’re like, yeah, I got, you know, I got, got a few jobs going on. Exactly. Yeah. And, and I think one thing we, I should have said this earlier, and I’ll, I’ll say the intro, but these are all free.

Jessica Kesler (20:07):

This is largely sponsored by do OD stem as well. So we have a partnership with D O D stem and they have been driving forth the department of defenses, strategic stem plan for years. And as a part of that, they give us funding in order to provide these opportunities for educators for free. So literally educators don’t have to come with anything. And we are giving you not only the content of our, our lessons and our instruction, but we’re also going give you a chance to earn a free micro credential. So people are spending 12 plus hours with us in a workshop which sounds like a lot of time, but it’s over a series of time and days. But we wanna give you something that means something after that, we wanna give you a micro credential to add to your resume, to show your administrator, to show that you have achieved the next level in your professional learning career.

Jessica Kesler (20:59):

Right? And if you finish the pathway, which is all for, then we give you our TGR foundation certificate that says that you’ve completed so much professional learning in these areas that you are basically a warrior of inquiry that you are ready to go out and really lay inquiry out in new creative ways, not in your CLA just in your classroom, but everywhere you go in your district, in your school. And on top of that, we just offer so many other great free partnership incentives like discovery, education, experience licenses. We’re doing raffles this summer. We’re giving out free a free meal voucher so that you can get some lunch. One of these days we’re offering $50 gift cards so that people can get school supplies. So anything you do with us, and you’re like, man, I really wish I could have this so that I can do that in my classroom. We wanna break down all the barriers that prevent teachers from doing this stuff in their classroom, actively engaging in this stuff. And we give you a free copy of the books that we reference. Again, trying to break down the barriers,

Eric Cross (22:00):

What are some of the things that you’ve noticed kind of being on both sides of science teaching in the classroom, and then in training trends with teachers, things like moments that have been great or, or challenges that you’re noticing teachers experiencing, especially maybe changes in differences from a, from, you know, an outsider’s perspective. Seeing what teachers are experiencing are like, since you’ve been doing PDs for folks.

Jessica Kesler (22:22):

Yeah. So it’s actually really interesting being on both sides of the fence. You know, what I always noticed is that teachers are eager, but they’re tired. They’re wanting to learn, but they can’t take advantage of every opportunity to learn. And especially during COVID time, if you take a look at even all the professional learning that’s happening across the world right now, attendance is going down because teachers are so burnt out this hybrid space, this either we’re in person, but we’re still wearing masks and still social distancing and all this other stuff, or I’m still virtual or I’m virtual some days and I’m in person other days, it’s just wearing our teachers out. And I think we notice that as we see a large numbers of friends and family just start to retire, right? Like people are just like, I don’t know if I can adapt to another change in education.

Jessica Kesler (23:14):

Like education goes through these waves of big changes and it’s hard for everybody to adapt to, but for those who are willing to stick it out and those who are able to stick it out and, and still have that energy and enthusiasm to learn, they come in so hungry for more resources, so hungry to learn more and they still have their why at the top of their minds, as they think about why they do this it’s for the kids it’s to drive this mission is to get more kids excited about this. And they just come in so passionate. So once they come in, once we can get them to come in they stick with us for a really long time. They’re like, what else do you have? What else do you have? What else do you have? But we hear, still hear the common threads of like, do I have time for this?

Jessica Kesler (23:58):

Do I have the funding for this? Do I have the energy for this? Do, will my students understand this? And we are constantly facing that challenge of trying to address those things by, but keeping the excitement going, like we know you don’t have enough time. We’re gonna call it out from the start. I know you don’t have enough time to try to do 29 extra things. Mm-Hmm <affirmative>. But my advice is always, but do one thing at a time, start with something small, asking your students a few questions rather than lecturing to them. Doesn’t take a whole lot of extra time, but it gives you so much extra insight. So let’s not work, you know, harder, let’s work smarter. Let’s embed this into our, our work together. And I always say that we’re not asking you to add to your plate. You know, it’s not Thanksgiving where you just pile, keep piling on a plate.

Jessica Kesler (24:47):

It’s it’s a time where you organize the plate. It’s allowing inquiry to restructure your plate so that everything has its place and its time mm-hmm <affirmative> do you wanna leave room so that the educator feels comfortable trying some new initiative? That’s why we encourage admin. We have librarians attend elementary school teachers, administrators, we, and we encourage it because everyone can support the classroom. And if administrators are more in touch with these new practices and tools and strategies, then they can help facilitate the learning. As the teachers are trying new things and coaching them in specific areas. So we really opened the door for some studios, for any and all who are gonna participate in that child’s education, because us all rallying around them as that three-legged stool helps to create that environment and helps support the teacher. The teachers need support, and we’re trying to do our part by providing the resources and the tools, but they need everyone else to.

Eric Cross (25:42):

We don’t always think about it as a way to support, to get support in our classrooms for ourselves. But I agree with you by, by educating vertically up the chain, you know, vice principal, principal, whoever it is, mm-hmm <affirmative> superintendent getting them on boarding and, and educating them to see what’s ex expected. We’ll open up doors and more freedoms for you because now you just have this vertical alignment of folks kind of on the same wave length. Exactly.

Jessica Kesler (26:07):

Yep. And that’s why we love districts. Anaheim union school district is actually one of our partners this year, where they have invited their teachers to participate in the whole pathway because they know how important it is that we practice these tools and strategies. And they want as many educators in the same space going through this at the same time as possible so that we can support each other through it. And so that we don’t feel like islands, oftentimes as educators, we feel like islands we’re in our classroom day in and day out. And we don’t feel like there’s anybody else who’s doing the same things we’re doing and supporting the work that we’re doing. So when we get administrators who support it, it’s magical. It can be magical.

Eric Cross (26:47):

What are some opportunities that are coming up if somebody’s listening and they, they wanna sign up for something, are there things coming up this month or next month or in the summer that they can participate in?

Jessica Kesler (26:55):

Yeah, for sure. So we’ve been doing our monthly workshops. And if you go to our website, so if you actually go to TGR foundation.org and slash stem studio you’ll actually see our summer events already posted, already live for everybody to start engaging in. And again, everything is free. So registration is open and available for everybody to participate. We are offering that first inquiry stem studio inquiry mindset twice the week of June 21st and the week of June 28th, two opportunities for educators to join us for inquiry mindset for the first one. And then also in July, we’re offering the second one making inquiry visible, and that’s the week of July 12th. So again, all free stuff, raffle prizes are available for those who register early and get in there and reserve their seat. It is limited seating. And so, yeah, a bunch of opportunities coming up this summer and guess what all you have to do is sign up and then you get all these free things coming your way. You get to look forward to all this exciting stuff. So TGR foundation.org/studio.

Eric Cross (28:01):

And if folks wanna follow you in your career, your journey.

Jessica Kesler (28:05):

Yeah. I’m on Twitter and LinkedIn, for sure. And it’s Jessica Kessler, K E S L E R one S

Eric Cross (28:12):

I wanna honor your time. And as we close, you’ve been an educator of impact in, in your own classroom. And I know you’re still teaching actively now, and you’ve also made an impact on me and other educators through your professional development. And, and the last question I’d like to end with is who’s the most memorable teacher or learning experience that you had during K eight. When you think about you, your time in school, who was a memorable teacher or a moment that kind of stands out to you and what was it that they did that made them memorable?

Jessica Kesler (28:44):

It was that one teacher who brought me my first T I, 84. You remember when a new calculators came out, I had a teacher give me one amazing, but I think in high school, there was really a turn about where I had miss Caroline and Mr. Canello math and Spanish teacher. So two opposite wings of the, the education spectrum there. But most of all, they listened. They listened to me. I felt seen with those teachers, they supported me. They listened to me, they saw my potential. And they just rallied around me and continued to support me thereafter. Even afterwards, I continued to reach out to those educators. And I think that’s what drives me to be that force for, for my students. And I remember my most memorable heart touching education experience was probably, I had a high school student get interviewed by the newspaper.

Jessica Kesler (29:38):

And they were like, oh, what’s your favorite classes? And what’s your favorite this, and what’s your favorite of that? And he was like, well, I love chemistry, which is what I was teaching. It was like, and I love my after school robotics team. I was leading and I love this and this and this. And he basically listed all the stuff that I was doing that I was teaching and that I was leading in the school. And I was like this one student, literally out of all the classes and experiences he’s experiencing is really just calling out everything that I’m doing. And I feel like it’s because he felt seen, he felt heard. He was like, this person is listening to me. And no matter what space we’re in this teacher is, is there for me. And so I try to be that wherever I go, <laugh>,

Eric Cross (30:16):

It’s amazing how making someone feel seen and, and making them feel important and heard, and, and being present for them. All of a sudden opens up their interests into the subjects that you’re teaching. Thank you for, for making time for serving our kids for serving teachers during a hard time, and for making PD one, being part of an organization that made it free and serve teachers, but also making PD fun and enthusiastic. I think that was one of the things in addition to the empathy that you led with, but also your enthusiasm and passion was something that really resonated with me. And it made our time together. Feel like something that was, was making me a better teacher for my kids. And so, thanks for making time for us tonight. Oh,

Jessica Kesler (30:53):

Bless face.

Eric Cross (30:57):

Thanks so much for joining me and Jessica today. If you have any great lessons or ways that you connect with students, please email us@stemamplifycom.wpengine.com. That’s S TM amplifycom.wpengine.com. And please remember to support the podcast by clicking subscribe, wherever you listen to podcasts, you can also hear more about the podcast in our Facebook group, science connections, the community until next time.

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 Jessica Kesler says about science

“One student at a time isn’t gonna bring a million students through the door. But if we focus on their teachers, then they can reach those millions of kids and help them be prepared for future careers. ”

– Jessica Kesler

Director of Professional Learning, TGR Foundation

Meet the guest

In the final episode of the season, Eric sits down with his friend and professional development facilitator, Jessica Kesler. Jessica describes her passion for sharing free, high-quality, empathy-centered professional development for K12 educators. Jessica also shares her experience jumping into leadership positions while teaching in Philadelphia. Eric also chats with Jessica about how students often lean on teachers for more than delivering content.

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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. Listen here!

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Watch the recording: Supporting Student-To-Student Discourse in Science (And Bey…

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Weaving Literacy Instruction Into the Science Classroom to Accelerate Learning

Professional development for multi-program suites

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

Now you can learn and apply impactful instructional techniques and develop a deeper understanding of the suite of Amplify programs.

Professional Learning Partner Guide Certified Provider

Amplify professional development has been vetted by Rivet Education’s team through a rigorous three-step process and is listed in the Professional Learning Partner Guide.

Contact us
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Amplify suites

Each of Amplify’s high-quality, research-based programs is designed to help you teach inspiring math lessons that celebrate and develop your students’ brilliance. When used together, our comprehensive math suite provides even greater support and coherence for every student across your curriculum.

Contact your account executive to discuss PD options or request a quote.

Math

Amplify Desmos Math with mCLASS Math assessments and Boost Personalized Learning combine the best of problem-based lessons, intervention, personalized practice, and assessment into a coherent and engaging experience for both students and teachers. With the full suite, teachers gain access to all the tools they need to inspire and motivate all learners in math class.

Empower educators with:

  • High-quality professional development
    Comprehensive PD sessions equip teachers with the skills and knowledge necessary for effective program implementation, enhancing instructional practices and boosting student outcomes. These sessions support educators in leveraging the full suite of Amplify’s K–5 math programs, ensuring seamless integration and maximizing classroom impact.
  • Core instruction for grades K–12
    Amplify Desmos Math lessons provide a structured approach to problem-based learning, helping teachers create a collaborative math community with students at its center. Each lesson systematically builds on students’ curiosity to develop lasting grade-level understanding for all students. Available in English and Spanish.
  • Integrated personalized practice
    Personalized Learning activities help students access grade-level math through engaging, independent digital practice. Responsive FeedbackTM adjusts to students’ work, providing item-level adaptivity to further support their learning.
  • Screening and progress monitoring
    mCLASS Assessments, along with daily formative checks, measure what students know and how they think. The asset-based assessment system provides teachers with targeted, actionable insights, linked to core instruction and intervention resources.
  • Embedded intervention
    Integrated resources like Mini-Lessons, Fluency Practice, and Math Adventures provide targeted intervention on a specific skill or concept connected to the daily lesson. Extensions are also available to stretch students’ understanding.

Each suite package will include:

LAUNCH STRENGTHEN COACH
Beginning of year Mid-year, end of year Mid-year, end of year
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Two people sit at a table reviewing documents together against a yellow background. An icon of a barbell is displayed in the top left corner.
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Receive one on-site or virtual Launch session for Amplify Desmos Math.
 Receive one on-site or virtual Strengthen session for Amplify Desmos Math.
 Receive one on-site or virtual Coach session for Amplify Desmos Math.
  In addition, select one 1-hour virtual Strengthen Focus session for the program of your choice:

  • Amplify Desmos Math
  • mCLASS Math
  • Boost Math
 In addition, select one more on-site or virtual Coach session for the program of your choice:

  • Amplify Desmos Math
  • mCLASS Math
Add-on: Suggested enhancements are available for each Launch, Strengthen, and Coach session options.
Before teaching After 6+ weeks of teaching  

Begin packages for grades K–5, 6–A1, or high school

Launch sessions

  On-site package
(22 hr.)		 Hybrid 22, on-site package
(22 hr.)		 Hybrid 17 package
(17 hr.)		 Hybrid 22,
virtual
package
(22hr.)		 Virtual
package
(14 hr.)
One Launch session per package On-site,
6 hr.		 On-site,
6 hr.		 On-site,
3 hr.		 Virtual,
6 hr.
(2 half-days)		 Virtual,
3 hr.
Amplify Desmos Math: Initial training for K–5, 6–A1, or high school teachers
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Amplify Desmos Math: Program overview for K–5, 6–A1, or high school teachers
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Suggested enhancements
Launch add-on On-site or virtual, 3 hr. session Amplify Desmos Math: Program overview for K–5, 6–A1, or high school leaders
Launch add-on On-site or virtual, 3 hr. session mCLASS Math 2nd Edition: Program overview for grades K–5 or 6–8 teachers

Strengthen and Coach sessions

One Strengthen session and one additional Strengthen session (1 hr. Focus only) per package. Choose any of the following as a secondary Strengthen touchpoint.

  On-site package
(22 hr.)		 Hybrid 22,
on-site package
(22 hr.)		 Hybrid 17 package
(17 hr.)		 Hybrid 22,
virtual
package
(22hr.)		 Virtual
package
(14 hr.)		 Virtual
package
Strengthen On-site, 3 hr. Virtual, 3 hr. Virtual,
1 hr.		 Virtual, 3 hr. Virtual, 1 hr. Virtual, 2 hr.
Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers
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Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers
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Amplify Desmos Math: Enhancing observations for K–5, 6–A1, or high school leaders 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.    
Amplify Desmos Math: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers 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.    
Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Amplify Desmos Math: Unit-level planning for
K–5, 6–A1, or high school teachers		     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Amplify Desmos Math: Snapshots in the Teacher Dashboard for 6–A1 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
mCLASS Math: Leveraging assessment data to strengthen mathematical explanations for K–5 or 6–8 teachers     A large, light peach-colored checkmark on a transparent background.   A large, light peach-colored checkmark on a transparent background.  
Coach On-site,
6 hr.		 On-site,
6 hr.		 On-site,
6 hr.		 On-site,
6 hr.		 Virtual,
3 hr.
Coach session
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Suggested enhancements
Strengthen add-on On-site or virtual, 3 hr. session mCLASS Math + Boost Math: Understanding and using data to plan intervention for grades K–5 or 6–8 teachers
Strengthen add-on On-site or virtual, 3 hr. session Amplify Desmos Math: Supporting and facilitating meaningful discussions for teachers

Launch session options

Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Begin: Amplify Desmos Math: Initial training for K–5, 6–A1, or high school teachers

On-site, 6 hours

Initial training sessions are designed for educators who are new to our program. In our initial training session, educators are oriented to the key components of their program(s), including learning how to navigate, teach, and monitor student progress, while exploring content and program resources. Participants will leave the session with foundational knowledge and skills necessary to begin teaching with the program.

Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Amplify Desmos Math: Program overview for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Program overview sessions provide a basic introduction for educators who are new users of the program. In a program overview session, educators learn how to get started with the key features and materials of the program.

Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

Suggested enhancement: Launch add-on: Amplify Desmos Math: Program overview for K–5, 6–A1, or high school leaders

On-site or virtual, 3 hours

Ideal add-on to Launch sessions
The Program overview for leaders supports district and school-level instructional leaders in effectively coordinating the implementation of the program. Leaders will learn the foundational elements of the program, build an understanding of the key teacher and student practices to look for in classrooms, and develop an implementation plan.

Session options: Amplify Desmos Math

Audience: Leaders (maximum 30 participants)

New session

Suggested enhancement: Launch add-on: mCLASS Math 2nd Edition Program overview for K–5 or 6–8 teachers

On-site or virtual, 3 hours

Dive into the essentials of your mCLASS Assessments. Learn how these assessments both highlight students’ strengths and help identify what’s next through an asset-based approach. Leave ready to administer assessments and understand reporting.

Session options: mCLASS Math (grades K–5 or 6–8)

Audience: Leaders (maximum 30 participants)

Strengthen session options

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

Amplify will partner closely with you to select the appropriate session(s) that will deepen educators’ understanding of Amplify program(s) and equip them with the tools they need to improve student’s learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

Begin: Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Dive into planning for Amplify Desmos Math, both big picture and day-to-day. Practice using lesson- and unit-planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Amplify Desmos Math: Enhancing practice for K–5 or 6–A1, or high school teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.

Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Amplify Desmos Math: Enhancing observations for K–5 or 6–A1 leaders

Virtual, 1 hour

Elevate your program knowledge to support teachers with effective Amplify Desmos Math implementation. Leave prepared to identify key instructional elements in a problem-based math lesson, analyze data, and conduct effective classroom observations.

Session options: Amplify Desmos Math (Grades K–5 or 6–A1)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers

On-site or virtual, 3 hours

Learn how to use the differentiation supports in Amplify Desmos Math to effectively support all learners, both in the moment during a lesson and beyond the lesson. Leave with a plan for implementing resources to support, strengthen, and stretch students’ thinking.

Session options: Amplify Desmos Math

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers

Virtual, 1 hour

Get ready to facilitate digital lessons with your students. Explore what’s possible with the Teacher Dashboard and plan to make the most of these exciting instructional moments.

Session options: Amplify Desmos Math (K–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers

Virtual, 1 hour

Dive into unit-level planning to learn the story of your upcoming unit, and discover the big ideas you will explore alongside your students in Amplify Desmos Math.

Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: Amplify Desmos Math: Snapshots in the Teacher Dashboard for 6–A1 teachers

Virtual, 1 hour

Explore how to use the Snapshots tool in the Teacher Dashboard to create a collaborative classroom that invites and celebrates student thinking. Leave with planning tips and tricks that will get you ready to use Snapshots during your busy math classes.

Session options: Amplify Desmos Math (Grades 6–A1)

Audience: Teachers, instructional staff (maximum 30 participants)

Begin: Strengthen Focus: mCLASS Math: Leveraging assessment data to strengthen mathematical thinking for grades K–5 or 6–8 teachers

Available for grades 6–8 teachers Oct. 2026

Virtual, 1 hour

Dig into mCLASS Math to reveal what students understand about mathematical concepts, and give them the tools to become more clear and confident communicators in math class.

Session options: mCLASS Math (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Begin: mCLASS Math and Boost Math: Understanding and using data to plan intervention for grades K–5 or 6–8 teachers

Available for grades 6–8 teachers Oct. 2026

On-site or virtual, 3 hours

Ideal add-on Strengthen session
Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.

Session options: mCLASS Math (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Begin: Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.

Session options: mCLASS Math (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Coach session options

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify Desmos Math (K–5 or 6–A1) and/or mCLASS Math (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Practice packages (grades K–5 or 6–8)

Launch sessions

  On-site package
(16 hr.)		 Hybrid 16, on-site package
(16 hr.)		 Virtual package
(16 hr.)
One Launch session per package On-site, 3 hr. Virtual, 3 hr. Virtual, 3 hr.
mCLASS Math 2nd Edition Program overview for K–5 or 6–8 teachers
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Strengthen and Coach sessions

  On-site package
(16 hr.)		 Hybrid 16, on-site package
(16 hr.)		 Virtual package
(16 hr.)
One Strengthen and two Coach sessions per package Virtual, 1 hr. Virtual, 1 hr. Virtual, 1 hr.
Amplify Desmos Math: Teaching a lesson with digital student screens for K–5 teachers
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Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers
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Amplify Desmos Math: Increasing engagement with instructional routines for K–5, 6–A1, or high school teachers 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.
mCLASS Math: Leveraging assessment data to strengthen mathematical thinking for grades K–5 or 6–8 teachers 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.
Coaching On-site, 6 hr. On-site, 6 hr. Virtual, 3 hr.
Coach session
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Suggested enhancements
Strengthen add-on Virtual or on-site, 3 hr. Amplify Desmos Math: Enhancing planning for K–5, 6–A1, or high school teachers
Strengthen add-on Virtual or on-site, 3 hr. Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers
Strengthen add-on Virtual or on-site, 3 hr. Amplify Desmos Math: Enhancing observation for K–5, 6–A1, or high school leaders
Strengthen add-on Virtual or on-site, 3 hr. Amplify Desmos Math: Supporting all learners for K–5 or 6–A1 teachers
Strengthen add-on Virtual or on-site, 3 hr. Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers
Strengthen add-on Virtual or on-site, 3 hr. Amplify Desmos Math: Assessment in action: Analyzing data and reports and planning next steps for K–5 or 6–A1 teachers
Strengthen add-on Virtual or on-site, 3 hr. mCLASS Math and Boost Math: Understanding and using data to plan intervention for K–5 teachers

Launch session options

Propel your school or district into the new school year. Program-aligned Launch sessions introduce teachers and leaders to their unique Amplify program(s) and support a strong implementation.

Practice: mCLASS Math 2nd Edition Program overview for grades K–5 or 6–8 teachers

On-site or virtual, 3 hours

Dive into the essentials of your mCLASS Math assessment program. Learn how these assessments both highlight students’ strengths and help identify what’s next through an asset-based approach. Leave ready to administer assessments and understand reporting.

Session options: mCLASS Math (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Strengthen session options

Strengthen your Amplify implementation with program-specific sessions that support personalized learning and practice in your classroom.

Amplify will partner closely with you to select the appropriate session(s) that will deepen educators’ understanding of your Amplify program(s) and equip them with the tools they need to improve students’ learning outcomes. Each package includes one Strengthen session. Additional sessions can be added as Enhancements.

New session

Practice: Amplify Desmos Math: Strengthen: Focus: Teaching a lesson with digital student screens for K–5 teachers

Virtual, 1 hour

Get ready to facilitate lessons with digital student screens. Explore what’s possible with the Teacher Dashboard and plan to make the most of these exciting instructional moments.

Session options: Amplify Desmos Math (K–5)

Audience: Teachers, instructional staff (maximum 30 participants)

Practice: Strengthen Focus: Amplify Desmos Math: Unit-level planning for K–5, 6–A1, or high school teachers

Virtual, 1 hour

Dive into unit-level planning to learn the story of your upcoming unit, and discover the big ideas you will explore alongside your students in Amplify Desmos Math.

Session option: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Practice: Strengthen Focus: Amplify Desmos Math: Increasing engagement with instructional routines for K–5, 6–A1, or high school teachers

Available Oct. 2026

Virtual, 1 hour

Explore how to use the instructional routines in Amplify Desmos Math to support and engage students as they make sense of new contexts, develop mathematical language, and solve problems.

Session option: Amplify Desmos Math (Grades K–5 or 6–A1)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Practice: Strengthen Focus: mCLASS Math: Leveraging assessment data to strengthen mathematical explanations for grades K–5 or 6–8 teachers

Available for grades 6–8 teachers Oct. 2026

Virtual, 1 hour

Dig into mCLASS Math to reveal what students understand about mathematical concepts, and give them the tools to become more clear and confident communicators in math class.

Session option: mCLASS Math (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: Amplify Desmos Math: Enhancing planning K–5 or 6–A1 teachers

On-site or virtual, 3 hours

Dive into planning for Amplify Desmos Math, both big picture and day-to-day. Practice using lesson- and unit-planning protocols that will help you build a deep understanding of the math content you’ll be teaching and the planning resources available to you in the curriculum. Walk away with practical strategies for planning, even when you may not have much time.

Session option: Amplify Desmos Math (Grades K–5 or 6–A1)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: Amplify Desmos Math: Enhancing practice for K–5, 6–A1, or high school teachers

On-site or virtual, 3 hours

Dig into Amplify Desmos Math’s Launch, Monitor, Connect framework to level up the student discourse in your math class. Explore in-the-moment differentiation support to help you orchestrate discussion and make the most out of key opportunities for conversation and collaboration.

Session option: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: Amplify Desmos Math: Enhancing observations for K–5, 6–A1, or high school leaders

On-site or virtual, 3 hours

Elevate your program knowledge to support teachers with effective Amplify Desmos Math implementation. Leave prepared to identify key instructional elements in a problem-based math lesson, analyze data, and conduct effective classroom observations.

Session options: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: Supporting all learners: Differentiation in Amplify Desmos Math for K–5 or 6–A1 teachers

On-site or virtual, 3 hours

Learn how to use the differentiation supports in Amplify Desmos Math to effectively support all learners, both in the moment during a lesson and beyond the lesson. Leave with a plan for implementing resources to support, strengthen, and stretch students’ thinking.

Session option: Amplify Desmos Math (Grades K–5 or 6–A1)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: Amplify Desmos Math: Supporting and facilitating meaningful discussions for K–5, 6–A1, or high school teachers

Available Oct. 2026

On-site or virtual, 3 hours

Explore how to transform your mathematics classroom into a social and collaborative environment where students deepen their understanding by sharing their mathematical thinking. Learn more about how Amplify Desmos Math provides support for these meaningful mathematical conversations.

Session option: Amplify Desmos Math (Grades K–5, 6–A1, or high school)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: Amplify Desmos Math: Assessment in action: Analyzing data, reports, and planning next steps for K–5 or 6–A1 teachers

Available Oct. 2026

On-site or virtual, 3 hours

Deepen your understanding of the different types of assessments in Amplify Desmos Math and how they provide evidence of student learning. Analyze sample student work to calibrate on assessment scoring, interpret student thinking, and make a plan for instructional next steps.

Session option: Amplify Desmos Math (Grades K–5 or 6–A1)

Audience: Teachers, instructional staff (maximum 30 participants)

New session

Suggested enhancement: Practice: mCLASS Math and Boost Math: Understanding and using data to plan intervention for K–5 teachers

Available for grades 6–8 teachers Oct. 2026

On-site or virtual, 3 hours

Ideal add-on Strengthen session
Explore how Boost Math uses mCLASS Math data to inform intervention recommendations and monitor student progress. Dig into your student data, explore relevant instructional resources, and leave with actionable next steps for intervention.

Session option: mCLASS Math (Grades K–5 or 6–8)

Audience: Teachers, instructional staff (maximum 30 participants)

Coach session options

Elevate instructional practice and help meet teachers’ and schools’ specific needs with customizable Coach sessions.

Coach session

On-site, 6 hours

Coaching sessions focus on building internal school and district capacity and leadership excellence. Coaching is customized to meet a school or district’s needs and can include model lessons, observations, walk-throughs, and/or co-planning.

Session options: Amplify Desmos Math (Grades K–5 or 6–A1) and mCLASS Math (Grades K–5 or 6–8)

Audience: Individual teachers, grade-level teams, PLCs, and/or instructional leaders (maximum 30 participants)

Contact us

Ready to lock in your dates? Want to learn more about developing a professional development plan to meet your needs?

Amplify welcomes the opportunity to partner with you to design professional development plans to meet the needs of your staff. Whether you’re returning or new to Amplify program(s), we provide guidance in answering your questions and making package/session recommendations.

If you’d like to order professional development services, please contact your local Amplify sales representative or call (800) 823-1969.

Back-to-school teacher resources

The good news? There are TONS of free back-to-school resources available to dedicated teachers who want to start the year off right. How do you sift through every educators’ resource to find the ones that are right for you and your students? We’re here to help!

Role of teachers during back to school: What the research tells us

Recent studies, such as one published in Educational Leadership (2022), emphasize that the first few weeks of school are critically important in establishing trust and setting behavioral norms. A good start can lead to higher engagement and better academic outcomes. 

A 2021 Gallup survey on student engagement found that teacher enthusiasm and planning have a long-lasting impact on student motivation and achievement.

And according to a 2021 study in the Journal of School Psychology, students who start the year with clear objectives and a positive mindset are 30% more likely to meet or exceed benchmarks by the end of the school year. 

This research proves something you already know all too well—that the role of an educator isn’t just to impart knowledge, but to get students ready to learn all year long.

How Amplify can help with free resources for teachers

Whether you’re teaching Amplify in your classroom or onboarding our programs in your school or district, we’re here to support you.

Teacher Central: Educators can visit start.amplify.com/teaching/ to explore a variety of helpful tools and resources, including product highlights, guides to getting started, grade-level resources, and on-demand training videos.

A diverse array of downloads: While we used to drop resources into our free downloads library one at a time, you can now access the whole library all at once! The get-to-know-you activities activities and name tags will help you build a connected classroom at the start of the year—and the seasonal, cultural, and program-specific offerings will help you plan out the rest. 

Product-specific guidance: Program-specific guidance: Our webinars, hosted by Amplify experts and tailored to each individual product, will help you level up your implementation and start the new year off right. Topics include Amplify Science, mCLASS® DIBELS® 8th Edition and mCLASS Lectura, Amplify CKLA and Caminos, Amplify ELA, Boost Reading, and Boost Lectura. Learn more and register here to access them on demand. 

A professional community, 24/7. Join our Facebook groups for peer engagement and weekly giveaways during the back-to-school season. Our groups include: Amplify CKLA, Amplify ELA, Amplify Science, and Boost Reading + mCLASS. 

Brand new podcast! Ana Torres knows firsthand how hard it is to be a teacher—that’s why, as the host of our new podcast Beyond My Years, she’s seeking out seasoned educators to share their stories and insights from inside the classroom. They’ll make you cry, make you laugh, and may even change the way you think about teaching. 

Log into your Amplify platform today to start preparing for the upcoming school year!

S2-02: Developing your own teaching style: Tips from a veteran teacher.

Poster for "Science Connections" podcast with an image of Marilyn Dieppa, featuring a logo of an atom and text promoting season 2, episode 2 about veteran teaching styles.

In this episode, Eric Cross sits down with veteran educator and former Miami-Dade County Public Schools (M-DCPS) Middle School Science Teacher of the Year, Marilyn Dieppa. During the show, Marilyn shares tips for new teachers, ways to inspire students, and how she utilizes her journalism background to develop literacy skills within her science classroom. She also shares her experiences developing a robotics academy, and the VEX IQ World’s Competition. Explore more from Science Connections by visiting our main page.

Download Transcript

Marilyn Dieppa (00:01):
I think my favorite thing is their success. Whether it’s robotics, whether it’s in the classroom, that they pass a test for the first time, those are my moments of success. And that’s what makes me happy.

Eric Cross (00:15):
Marilyn Dieppa is a veteran middle-school science educator at Miami-Dade County public schools. Dieppa launched her school’s STEM Academy in 2016 and developed professional development through the STEM Transformation Institute of Florida International University. Dieppa’s coached numerous new teachers and was the 2018 Miami-Dade County public schools’ middle-school Science Teacher of the Year. In this episode, we discussed her transition from a career in journalism to the science classroom and the value of personal and professional support systems for teacher longevity. And now, please enjoy my conversation with Marilyn Dieppa.

Marilyn Dieppa (00:52):
Nice to meet you, Eric.

Eric Cross (00:53):
Nice to meet you too. Thank you for being willing to come on the podcast.

Marilyn Dieppa (00:58):
Not a problem.

Eric Cross (00:59):
So you’re out in, you’re out in Florida. In Dade County. I’m out here in San Diego. So I’m like literally on the other side of the country. Have you—were you born and raised in Florida?

Marilyn Dieppa (01:09):
I’ve been here for 40 years, so I’ve been here most of my life. Yeah. I’m Puerto Rican, but I was, you know, my young childhood, I was in New Jersey. And then when I was 15, I came down.

Eric Cross (01:23):
I looked at like your—some of your accolades, which are really impressive. The things that you’ve done for students with robotics, and all the education, or, kind of like teacher enrichment, a lot of mentoring and coaching that you do now.

Marilyn Dieppa (01:35):
I am part of leadership team for the district. I do a lot of training. I work on curriculum. I help with pacing guides to make sure that everything is based on what the state wants, what the district wants. I have done a lot for the district in the last, probably 20 years.

Eric Cross (01:52):
What got you into teaching initially? What was your…like, why middle school science? We’re like a unique group.

Marilyn Dieppa (01:57):
This is the second career choice for me. So I’ve only been doing this for 24 years. I was a journalism major and then I got married and then I had my child and I wanted to do something. My thing was that I wanted to go to Iraq. I wanted to cover the news. I have a minor in Middle Eastern culture. so there was a lot of things that were in my mind when I was young, pre-married. and after, you know, you have children, priorities kind of change. So I totally changed, pretty much had to start from scratch, with my degree, because nothing kind of transferred over from journalism to teaching. So before I actually did that, I started subbing just to see if I liked it. And I fell in love with teaching right away. And that’s how I got into it. So my degree is really in elementary.

Eric Cross (02:45):
Now, when you were subbing, you were doing elementary school.

Marilyn Dieppa (02:47):
Yes. Pretty much elementary.

Eric Cross (02:48):
How did you go from there to like, middle-school science?

Marilyn Dieppa (02:50):
My thing was writing, not necessarily math and science. But I ended up with my cooperating teacher, my CT, she was a math and science teacher. So I was put with her, and who knew that I liked science and I liked math? So I ended up with that and I infused a lot of labs. So in elementary you tend to—I think teachers are a little bit afraid of the labs, so I infused a lot of literature with my labs. I infused all my—I did it like a whole-group type thing, everything I did with my labs, I incorporated the math. I incorporated the science. I incorporated, you know, the reading with it. And from there, I just—you know, they ended up putting me in a lot of leadership roles with science. And then my principal was opening up the school where I’m at now, my former principal. And she, you know, she took me with her. And so her dissertation was in looping, on how following your students, did that really make a difference in test scores? So I was part of her like test study, and I had students that I followed for two years in a row. And she would look at data and that was part of her dissertation. So that really made a difference. So I ended up moving with my students and my first group of middle-school students, I had them for four years.

Eric Cross (04:10):
Oh, wow.

Marilyn Dieppa (04:10):
And that was—those were my children. I, like, boohooed when they left. And I ended up, you know, literally following them from fourth grade all the way to more than four years. Because it was all the way until they left eighth grade.

Eric Cross (04:21):
What did you think of that model of looping with students?

Marilyn Dieppa (04:24):
I think it’s a great model, depending on the kids that you have. I love, you know, the school that I’m at. I’m very blessed, because it’s a great school. It’s really a wonderful school. I’ve had really good relationships with students. They always come back, and they always come back when they wanna tell me that they’re in something in science, right? They’re an engineer or they’re a nurse, or they’re, you know, doctors at this point. So I’ve seen a little bit of everything with my students. And it’s very rewarding.

Eric Cross (04:52):
That’s super-exciting, right? When they come back and they’re either telling you about their college major or what career they’re in. And I like to recruit them at that point and ask them to come talk to my students. Because Google photos gives you unlimited storage, if you have a teacher account, I actually have photos of students from like 10 years ago.

Marilyn Dieppa (05:09):
Oh, wow.

Eric Cross (05:10):
And I’ll put their middle school picture next to their—and then their current picture.

Marilyn Dieppa (05:14):
Oh, that’s awesome. I’ve never done that.

Eric Cross (05:17):
Yeah. You could see, like, they could see the younger version of them.

Marilyn Dieppa (05:19):
And it’s funny because even with the STEM Academy, which I have now, I have the same group of kids for three years. So I’ve had already few groups that have gone by, and those kids come back to me, they come back to our competitions, they help out, you know, they’re very integrated with the robotics. So I’m getting those students back as well. So I’ve maintained that relationship with them as well.

Eric Cross (05:46):
How do you develop your own classroom management style? How did you figure out where your—where you fit and what works for you? What was your process like for that?

Marilyn Dieppa (05:55):
You know what I think, just by teaching, teaching them to respect. And one thing that I’ve developed that—I don’t scream in my classroom; I just talk to the kids. I have very good one-on-one communication with them. I show them respect. I treat them as an equal.

Eric Cross (06:12):
And what grade are you teaching currently?

Marilyn Dieppa (06:14):
Eighth grade. So I do science. I teach high school science. I teach comprehensive, which is like our regular students. I have kids who are inclusion. I have kids that are ESL. So I teach all, you know, dynamics of students. And then I have the academy, which is something separate. But I infuse a lot of physics and of course that they need in order for them to be competitive.

Eric Cross (06:38):
So tell me about that. What is the STEM Academy?

Marilyn Dieppa (06:40):
It is an enrichment program. So it is an advanced enrichment program, because they do follow like the math enrichment. so they have to be really good at math in order for them to be accepted into the program. So, one day we got like a grant, and we got a little robot, the VEX. I don’t know if you’re familiar with VEX. I know it’s big in California. So I was told, “Here, this is for you. See what you can do with it.” So I started with an after-school club, the following year. It kind of hit off. We went to our first little competition. The kids did really well. And then the following year, they told me, “Hey, we need an academy, make it happen.” So it’s not like I had a curriculum. I kind of do my own thing. But we do a lot of different types of things. Our big portion is the VEX, but I also do sec me, we do Future City. We do a whole bunch of competitions within the district. You know, Math Bowl. So I get my kids prepared for anything that really has to do competitive-based. I do that with those students.

Eric Cross (07:38):
What age range or which grade range?

Marilyn Dieppa (07:40):
Sixth to eighth. We have kids who stay the three years and then we have kids that after, you know, sometimes it’s more the parents that want them to be part of the engineering. but sometimes we lose kids after the first year and you know, that’s fine because we wanna really have kids who really wanna be there and are, you know, committed to it. Because there’s a lot of commitments to that program.

Eric Cross (08:01):
Those types of programs, there’s so many like outside-of-the-classroom things that you need to take care of. If you’re going to competitions, and weekends, and all those types of things. Is there a team of teachers that are doing this or is it just you?

Marilyn Dieppa (08:10):
Team of one! .

Eric Cross (08:11):
A team of one! Right? Like, yeah. And how long have you been running this yourself?

Marilyn Dieppa (08:16):
This is probably like my sixth year.

Eric Cross (08:19):
OK.

Marilyn Dieppa (08:20):
So we’ve been very successful. That program is totally inquiry. It’s totally on them. I don’t know how to use a little, you know, remote control. I don’t know how to do anything. I’m there for troubleshoot and to make sure that they’re on task, but they have been very successful because I do put everything on them. And I go, “It’s not my robot. This is your robot.” So they build everything

Eric Cross (08:40):
And that seems to be the theme, especially with, a lot of times, with science teachers. And encouraging them to say, “You don’t have to be the expert in everything.” Teachers tend to be more like risk-taking and innovative when they’re willing to like, not have to be—I don’t have to know everything in order to do something.

Marilyn Dieppa (08:54):
Exactly. So we’ve been very successful. Very proud of my students because you know, we’ve, gone to Worlds twice. We’ve qualified three times in the six years. Actually, I had two teams that went last year.

Eric Cross (09:07):
What is, what is Worlds? That sounds like a big deal.

Marilyn Dieppa (09:10):
It’s a huge thing. And it’s teams from all over the world. You can actually look it up online. It’s—from this year, there were teams, although they said China was not gonna be in there, there were actually some teams from China. There were teams from New Zealand. There were teams from South Africa, the UK, a lot of teams from, from Europe. And then there are teams from here. We are the host country. We’ve been the host country for a while. But it’s amazing. The first time we went, the first team that we were paired up with was a Russian team. So, you know, there was Google Translate and the kids—and it’s, they didn’t need to know the same language because they communicated with the robots. So it was really amazing. They work collaboratively. So it’s not like a battle box. So they work two teams together and whatever, they both get together, they both earn the same points. So it teaches leadership, and there’s so much more to it than just a robot. They have to know how to communicate, because they do get interviewed. They do online challenges. It’s so many things. It’s just—I think it’s one of the best things that our district has really invested in, because these kids are so into it, and they love it so much. For the last year and this year I have the same kids that are in the robotics. I’m also gonna be teaching them physical science. So I have to teach them that separation between what we’re doing in our science classes versus what they’re doing in the class. So there has to be a separation. So they see one side of me in this class where it’s very laid back. It’s very chill. No, no, you, you guys do it. There’s no sitting down. It’s like organized chaos, I call it all the time. But then in the classroom, it has to be a little bit more organized.

Eric Cross (10:53):
Is that something that, as far as getting the parts—like people do, like, GoFundMes and donations and Donors Choose. Can you—

Marilyn Dieppa (11:00):
We get grant money, grant money from the town of Miami Lakes, the town that I work in. So the town actually sponsors us. Without them, we could not do that. It is a very expensive activity to do. If you go online and you look up the prices, you’ll be, “Oh my gosh, goodness, it’s very expensive.” You know? But the smiles on their faces when they come back and they have those little certificates, it means nothing, you know, it’s a little piece of paper. But that, to me, to them, it means the world.

Eric Cross (11:27):
Well, teachers, if you’re looking for ways to get that stuff funded, be fearless on behalf of asking for free things for your kids. Find a local business that somewhat connects to even robotics and say, “Hey, look, I’ve got 50 kids that really want to get after it. And we need X amount of dollars so we can buy those robotics kits. We’ll put your banner up somewhere. We’ll do all these other things. But come support our students. Come to the competition. Donate whatever you can for our students.” And many organizations will say, will say yes. Many just aren’t asked.

Marilyn Dieppa (11:57):
Right. And a lot of towns do have, like, education advisory boards. You wanna reach out to those people. ‘Cause those are the communities where they have money set aside in order to assist things like this.

Eric Cross (12:09):
Do you notice any carryover between the students that do get involved with these extracurriculars into the regular science classroom?

Marilyn Dieppa (12:16):
For sure. They’re more, they’re more disciplined. They tend to care more about the sciences because they see that link in the science. I mean, my kids are talking about gear ratios. They’re talking about, you know, mass accelerations. They had—they infuse all these things. And when they see it in the science class, they’re making that connection, which is really wonderful.

Eric Cross (12:41):
It seems like there’s a high level of engagement because this is an authentic thing. It’s almost, this should be science.

Marilyn Dieppa (12:46):
Yes. And not only that, the writing skills that have to be interpreted because part of the program is that they, they don’t necessarily have to have it, but in order for them to go far and make it to Worlds, they have to have an engineering notebook. So our strength sometimes is not the robot, but the engineering notebook.

Eric Cross (13:02):
his is where the journalism major shines.

Marilyn Dieppa (13:05):
Yes. And I go, “Guys, this is your Ikea manual. You have to explain what you’re doing, what pieces you’re using, what’s going right.” You know, and then they have to interpret and see what didn’t work. How can they fix it? So there’s so much problem-solving. It’s real life, it’s what they’re doing there. More so than sitting and learning rote, you know, vocabulary or whatever the case might be, ’cause they’re actually applying what they’re learning.

Eric Cross (13:31):
Yeah. And that’s, that’s so critical, the communication piece. Because seems like now in society, more than ever, even just being able to communicate something with bad science is convincing to people. Versus if you have great science, but you can’t communicate it, you’re not gonna be able to get it out into the public. It’s so great to see a program that exactly brings together this literacy aspect, in addition to kind of this content and skills aspect of doing the science.

Marilyn Dieppa (13:57):
And that’s what really, you know, since I started, that’s pretty much what I’ve done. My strength, believe it or not, when I was growing up, was not the science. I think I didn’t really have a really good science background. But I remember reflecting and saying, “I don’t want my students to feel like I felt when I was a child.” I wanna make sure that I give them everything, you know, give them the hands-on experience. I think I had one teacher when I was growing up and I still remember him. He was my second-grade teacher and he was just so amazing with the science. And it was just like the only really good experience I had. And I think that always stayed in the back of my mind. And when I started teaching and I go, “I wanna give these kids these experiences.” You know, sometimes I see kids in eighth grade and I go, how sad! They see water boiling and they’re just, like, in a lab room. And they’re just like, in awe, because there’s water boiling. And I go, “You guys haven’t seen water boil before?” And he goes, “No, no, no, not like this!” And I go, oh wow.

Eric Cross (14:58):
Even if it’s simple, everyday phenomena, everyday things that people deal with in a science classroom, or when you’re a teacher in that setting, it’s just—it just hits different, right? Like you, you know, you drop dye into water and watch it diffuse. And it’s like, whoa! Because they’re looking at it through that different lens. And that’s why one of the reasons why—I’m super-biased, but as science teachers, we get to do the coolest stuff.

Marilyn Dieppa (15:21):
Yeah, we do.

Eric Cross (15:22):
We just do. It’s so much fun. And basically anything that happens, that’s cool, like in, innovation and things like that, we can figure out ways to incorporate into our classroom. Now, as a coach and as a mentor, you’ve had multiple student teachers in your classroom. And we have, you know, huge need for new teachers. I teach teachers who are getting their CR, getting their credential. And the landscape of education is, is constantly shifting. You’ve watched it shift over the years. What are your biggest tips that you give to new teachers?

Marilyn Dieppa (15:49):
Well, I just had an intern last semester. I’ve had a few interns where, you know, not only are they doing this, but they’re also learning robotics too. So they’re really getting aspect in how to incorporate that. You don’t have to have everything separate. You can include everything together. But I think, I think it just comes from the foundation where they’re not exposed. Even me, when I went to college, I don’t remember doing so many labs as I should have. And I think it’s just a fear of them trying new things and failing. And I go, you know what? I, sometimes my first class is my guinea pig class, because I always change my labs. I don’t like to do the same thing over and over again. If I see something online, I go, “Oh wow. You know what, I’m gonna try it.” And I go, “Hey guys, this is the first time; we’re gonna do this together.” And it’s really—it’s just for them not to be fearful. And I think especially for science teachers or like even elementary, to give the kids the foundation that they need, they’re afraid. They’re afraid of failing and not trying something new, and say, “Hey, it’s OK. There’s other ways of doing this.” You know? So I always say, “My first class is always my guinea pig class, ’cause that’s the class I’m gonna try this on.” And then, you know, when you have to tweak, reflect, then we do that.

Eric Cross (17:06):
What are some of the things that you’ve seen or encouragements that you give to teachers who are teaching, kind of, in this kind of newer landscape, where as teachers, you become more than just a science teacher. I mean, you’re a mentor. You’re an encourager. Sometimes you’re a counselor for students. And then there, there are things that happen externally that impact teachers as well. It’s a tough job.

Marilyn Dieppa (17:24):
So I always say, you know, when you have a child, we have to be very aware of what’s happening with our children. Especially after these two years of the pandemic. That was kind of crazy. Last year was a really tough year, I think, for most educators that were back in the classroom. But I always tell ’em, you have to be really aware of what’s going on with these kids outside. When you see somebody who’s not doing anything and then you have the parents are there supporting. There’s something going—I mean, there has to be something going on. Kids are not just going to be so, so defiant. You’re gonna have very few that will be like that. But most of them it’s just gotta see and read those kids and see what’s going on, and don’t be afraid to—and I always say, I’m not there to really be your friend, but I’m there to help you. And you gotta tell ’em, you know, if you need to talk, come talk to me. Have an open-door policy with those kids.

Eric Cross (18:16):
What’s been your favorite part of the job? Something you really enjoy about the job? Especially having been teaching for as long as you have.

Marilyn Dieppa (18:23):
I think my favorite thing is their success. Whether they have struggled all the year and they’ve had that one piece of success or they don’t realize what they got out of middle school until they get to high school and they come back to you and they tell you it’s, you know, seeing my kids, whether it’s robotics, whether it’s in the classroom, that they pass a test for the first time, those are my moments of success. And that’s what makes me happy.

Eric Cross (18:52):
So you get those ahas, you get those wins, those turnarounds. And it’s like, “Ah, this keeps me going. This is so good!” But there’s something that I say to myself when I do get challenges in the classroom is teaching seventh grade, I say, “They’re 12. They’re 13. They’ve been on earth for 13 years. And for the first five or six, like, you know, they’re just kind of coming online at that point. And they’re going through all these changes.” And it grounds me in the fact that ’cause sometimes the things that you experience can be really, really challenging kind of interpersonally. And I remind myself, “Well, it’s like—you’re not 28 years old. Like, you’re, 12 and 13, and you need me to not be Mr. Cross, the science teacher. You need me to be, you know, Mr. Cross, the mentor, or Mr. Cross, the coach.” Like you were saying, open door. Keeping that open door, keeping that relationship. Because so much of what we’re doing is like life coaching in addition—and that connects to their success in the classroom. There’s a direct relationship.

Marilyn Dieppa (19:45):
Yes, yes, yes, absolutely.

Eric Cross (19:46):
Now what gets you back each fall? Because at the end, you know, every school year it’s like, “That was a tough one!” Especially with the last couple years. Right? So what’s been something, what gets you back in the classroom every fall, so that you’re ready for your students?

Marilyn Dieppa (20:02):
I think the support I get at home. I have a husband who is the most supportive person ever. He always tells me, “Your kids are grown up.” You know, my kids are adults now. “Enjoy these kids, what they’re doing. You don’t know how much they need you.” So he does tell me that. He goes, “And don’t complain! You love it!” And also my administration, they back me up. And that’s what I think what keeps you coming back. I love my administration. Whatever I ask for, they don’t tell me no. They tell me I’m crazy, but they don’t tell me no. You know, we have these huge competitions once a year at our school, administration has to be involved ’cause they have to be there, and they go, “We do this because we love you! But you know, you’re crazy!”

Eric Cross (20:48):
It’s interesting, ’cause both of these things, they involve human connection. And one is your support system at home, which is incredibly valuable. Shout out to your husband; I don’t know if he’s around. And then the culture, like, feeling supported. Teachers, you know—and it’s not just in education, but people, I’ve experienced—will work harder, longer, be more committed, when they have that intangible. When they feel like they’re connected to something bigger than them. Or on a team, not in a silo. And one person can really create or break whether that happens. And just like us in the classroom as a teacher, right? Like, “What makes you like this teacher’s class?” “Well, I feel connected. I feel safe. I feel it’s fun. It’s the culture!” I like to end with asking this question and you kind of alluded to an answer earlier, but who is one, or it could be multiple teachers, that you’ve had in your own life as a kid growing up or young person in kindergarten through 12th grade, could even be college, that has inspired you? Or made a difference in your life one way or another? Like, who pops out? I feel like we all have somebody.

Marilyn Dieppa (21:58):
One was my second grade teacher, as I mentioned before. Mr. Fernandez, never forget him. And my other teacher was my high school teacher, Mr. Velazquez. It was in New Jersey as well. And he was the one that really got me into the love of writing. He was my Spanish teacher, actually. He wasn’t even, you know—he was like an elective teacher. But he just made me believe like, “Wow, you’re like a really good writer!” To me, those two gentlemen really stood out. Very fond memories of being in school and really enjoying what I was doing.

Eric Cross (22:33):
There are so many teachers that we all have been impacted by. And many of us now who are teachers, we sit in that same seat. We fill those same shoes. And going back to what you had said earlier, one of the most rewarding things is when those kids come back to you. And I’m thinking about all the work that you’ve done, all the students you’ve poured into, all the competitions you’ve done. The ones that have come back to you are a small fragment of the ones that you’ve impacted.

Marilyn Dieppa (22:59):
Mm-hmm, yeah.

Eric Cross (23:00):
‘Cause we think about our own story, right? Like you’ve gone on and paid dividends for that one teacher in second grade. You know, Mr. Fernandez or Mr. Velasquez like, they went and they just gave you exposure to something or helped you fall in love with something. And you went on this trajectory. And if we could see the timeline of, like, this teacher created Marilyn, and Marilyn went and did this, and then what do all those students do? And that, I don’t know, there’s so many jobs that are gonna be hard work and that are gonna be challenging and stressful. But that is the thing that I think fills me when I listen to your story. I just think about like all the students throughout Florida that you have—you probably will never hear from, but have gone on to do amazing things or become great people who would go back and talk about you and say you were an inspiration for them. Marilyn, thank you for taking the time out to be on the podcast and for not only teaching students, but inspiring and coaching younger teachers and new teachers. It’s so critical. And for being willing to spend so much of your time beyond the classroom to create these opportunities for students to do this awesome, fun, engaging science, and go to Worlds. I wish you a great school year.

Marilyn Dieppa (24:11):
Thank you. You too.

Eric Cross (24:12):
We hope you make it to Worlds again and crush, in a competitive, collaborative type of environment. We’ll be checking out—I’m sure other teachers will check out Vex Robotics. Thanks for being on the podcast.

Marilyn Dieppa (24:23):
Thank you. You too, Eric.

Eric Cross (24:26):
Thanks so much for listening. Now we want to hear more about you. Do you have any educators who inspire you? You can nominate them as a future guest on Science Connections by emailing STEM@amplify.com. That’s S T E M at amplifycom.wpengine.com. Make sure to click subscribe wherever you listen to podcasts. And join our Facebook group, Science Connections: The Community. Until next time.

Stay connected!

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 Marilyn Dieppa says about science

“I think as science teachers, we’re afraid of failing and not trying something new, and I say, ‘Hey, it’s okay!’ You have to tweak, reflect.”

– Marilyn Dieppa

STEM Academy Coach/Teacher, 2018 Miami-Dade County Public Schools (M-DCPS) Middle School Science Teacher of the Year

Meet the guest

Marilyn Dieppa is a long-time educator and STEM Academy coach at Miami Dade County Public Schools. Currently in her 24th year, Marilyn teaches 8th grade science and coaches the STEM Academy at Bob Graham Education Center. She launched the Science, Technology, Engineering and Math (STEM) Academy during the 2016-2017 school year, and the teams compete in VEX IQ World’s Competition representing both the district and the state. She has been the middle school department chairperson since 2003, attends the district department meetings and Instructional Capacity-building Academy (ICAD), and trains her science department.

Dieppa holds a bachelor of science in Elementary Education and a master of science in reading education. She is also a Nationally Board-Certified Teacher in Science.

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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. Listen here!

You might also like:

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Back-to-school toolkit

Back-to-school toolkit!

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Earn CE Credit!

Watch the recording: Supporting Student-To-Student Discourse in Science (And Bey…

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Free on-demand PD

Weaving Literacy Instruction Into the Science Classroom to Accelerate Learning

What is a professional learning specialist (PLS)?

About this role

Amplify professional learning specialists deliver professional development for educators that drives change, leading to increased and effective use of our Amplify programs and positive impacts on students’ learning. New professional learning specialists:

  • Are selected and supported by Amplify.
  • Receive onboarding and become certified with an Amplify program, with opportunities to extend product certifications throughout the year.
  • Deliver virtual and on-site sessions for schools and districts throughout the country.

Dive deeper into the responsibilities, requirements, and compensation of the professional learning specialist role within the professional learning specialist overview flipbook!

Read the professional learning specialist overview flipbook

Why join?

The PLS advantage

Professional development for educators is one of the most powerful levers to shift learning, action, and beliefs. 

As a professional learning specialist, you’ll be able to impact educators—and, ultimately, students—nationwide and see how schools across the country are driving success. Over time, you’ll also deepen your facilitation and leadership skills and build relationships with fellow professional learning specialists who are current or former educators.

Uncover additional advantages of being in the professional learning specialist network (pages 7–14).

Is this right for me?

Becoming a PLS is ideal for:

Current educators*Former educatorsRetired educators
who want to gain a new perspective and develop leadership and adult facilitation skills.who are seeking part-time, contract work and a more flexible schedule.who want to stay connected to a network of education leaders and continue to make an impact.

Availability requirements:

  • 15-20 hours per week of paid remote onboarding in May or June, with one mandatory in person training at the end of week 4 of onboarding.
  • Available to deliver in person PD a minimum of 18 business days (average of 3 days per week) from July 13th – August 21st.

More information:

Further evaluate if this is the right role for you (pages 25–29).

This year, nearly 30% of our professional learning specialists were current educators and 70% were former or retired educators. While our professional learning specialists are in different places within their classroom or educational leadership careers, they all have several key qualities in common. These include:

  • A deep knowledge of high-quality instruction and adult learning principles.
  • The drive to be a strong colleague and team player.
  • Proven excellence in delivering in-person and online professional development.
  • Exceptional customer service skills.
  • High comfort with navigating ambiguity and responding confidently to in-the-moment challenges.

Access more detailed requirements of the role (pages 16–29).

Become an Amplify Tutor

Be the change in a student’s learning journey.

As an Amplify Tutor, you’ll facilitate a research-based curriculum for small groups of students to ensure they close academic gaps and build confidence.

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What is Amplify Tutoring?

Amplify Tutoring is a full-service, high-impact virtual tutoring program that reaches students across the country. It ensures students receive high-quality live tutoring for a minimum of 30 minutes a day, 3 times per week.

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Why be an Amplify Tutor?

As an Amplify Tutor, you will deliver our research-backed and evidenced-based intervention programs, virtually to a small group of students in 30 minute sessions, three times per week.

Flexibility: You will choose your desired number of hours and schedule that works best with your lifestyle.  Your schedule will then be matched with available tutoring groups within your selected regions.  

Support: Amplify will provide training to support your growth and impact.  Amplify tutors report a 40 percent increase in confidence after engaging in Amplify’s tutor training course.  You will also receive personalized coaching and support. 

Student Impact: Amplify Tutoring works for students who need it most: students who scored below benchmark, and participated regularly in Amplify Tutoring, made above-average growth. Tutored students were more likely to make outsized growth compared to peers with a similar risk profile who did not receive tutoring at their school.

Compensation: Amplify pays you for the time you spend planning for your groups as well as delivering tutoring to your groups. Amplify also provides paid initial training and ongoing professional development.

What Actual Tutors Have to Say

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Justine K

“And that’s a wrap on my first semester with Amplify! I find so much joy and fulfillment in working with these young learners. I am so proud of the growth each one has made. How I will miss these students but am so thankful for this company. The endless support, not only from leadership but from fellow tutors, is a rare find in today’s work culture. THANK YOU!”

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Adam S.

“As a tutor, I love Amplify’s science of reading approach to literacy. The reading rope incorporates language comprehension along with word recognition to develop skilled reading for students. Watching the science of reading improve students’ literacy skills has been one of the most rewarding experiences I have had in any career.”

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Britani H.

“Amplify Tutoring was a one of a kind experience as an educator where I was privileged to support students with their specific needs and goals. I always felt incredibly supported by all of the program managers and coaches because of their responsiveness and focused professional development throughout my journey as a tutor.”

Interested in tutoring math?

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We are thrilled to announce the continued expansion of our math tutoring program for students in grades 3 through 5! Introduced in the 2025–2026 school year, this program was designed to meet the growing need for personalized, high-quality math support during these critical foundational years.

Grounded in evidence-based practices, Amplify Desmos Math mini-lessons are aligned with the most critical topics at each grade level. Mini-lessons reinforce the same topics and content students see in core instruction to give students a double dosage. Students can be seen (and heard!) asking questions, debating answers, justifying their thinking, grappling with problems, and working together and independently.

As our program continues to grow, we are actively looking for passionate, dedicated tutors to join our team and make a lasting difference in young learners’ lives.Whether you have experience teaching multiplication, fractions, or general elementary math, we’d love to hear from you. Be part of something new, impactful, and expanding — apply to join our math tutoring team today!

High-impact literacy tutoring for K–6 built on the Science of Reading-NEW | Amplify

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2020 Math Leadership Summit logo with geometric shapes and text; "sponsored by Amplify" appears in orange.

Join us!

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March 2–4

The US Grant Hotel, San Diego

Register now

About the event

Join us for two days of interactive and inspirational talks with math education leaders from around the country to discuss where math education is headed. Meet like-minded K–12 leaders as well as change-makers from major universities, EdTech companies, and professional learning organizations dedicated to improving teacher experiences and student outcomes in mathematics. 

We’re hosting an optional pre-conference workshop featuring Patrick Callahan and Chris Weber on Monday, March 2. The pre-conference starts at 12 p.m.

What to expect:

  • Two full days of keynote and breakout sessions covering a variety of K–12 math topics
  • Sessions led by district leaders sharing their work to raise math achievement
  • Evening networking events
  • Engaging speakers with a variety of expertise
  • Insights you can put to use in your district immediately
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Meet a few of our speakers

Use this version when there are multiple presenters.

Jason Zimba

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Sunil Singh

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Christina Lincoln-Moore

Founding Partner of Student Achievement Partners

Lead writer of the Common Core State Standards for Mathematics

Use this version when there is only one presenter, rather than many.

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Natalie Wexler

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Event agenda

Monday, March 2

Arrivals

Pre-conference workshop featuring Chris Weber and Patrick Callahan

Sessions begin at 1 p.m. Pacific and include:

  • Adult and Student Mindsets and Math Supports
  • Enhanced Mathematics

3:00 p.m. Hotel check-in available

6:00 p.m. Welcome reception and dinner

Tuesday, March 3

8:30 a.m. Sessions begin

Sessions include:

  • Math milestones with Jason Zimba
  • Unfinished learning with Phil Daro
  • Powerful moments in math class with Mike Flynn
  • Utilizing math history to embrace equity, failure, and authentic problem-solving in leadership communities with Sunil Singh
  • Radical change in high school mathematics: Addressing wicked problems of tracking, acceleration, and curricular change with Mike Steele

6:30 p.m. Evening event

Wednesday, March 4

8:30 a.m. Sessions begin

Sessions include:

  • Embedding problem-solving into your curriculum with Fawn Nguyen
  • Writing in mathematics: The power of mathematics explanations with Jessica Balli
  • Talk Number 2 Me: Mathematics and mindfulness with Christina Lincoln-Moore
  • Writing in mathematics: The power of mathematical explanations with Patrick Callahan

4:00 p.m. Departures

Submit the form to register for the event!

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The fine print

While we’ve made every effort to ensure that this invitation is consistent with the gift and ethics rules adopted by most jurisdictions, we recognize that many public officials are subject to rules that do not permit acceptance of this offer or require approval of other officials at your agency. If you do plan to attend our event, please ensure that acceptance of our invitation is fully compliant with your local rules regarding travel, lodging, and meals for events with vendors. Please let us know if we can provide any additional information to support your determination.

Meet Reena Mathew, a changemaker supporting early literacy with the Science of Reading.

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For years, Reena Mathew taught reading the way many educators were trained to—using traditional practices that were familiar and common, but not grounded in up-to-date research.

That changed when she began studying how children actually learn to read. What she discovered reshaped not only her instruction, but her approach to supporting teachers.

Today, Mathew is the K–2 literacy coach helping Suffern Central School District in New York State make a major shift toward research-based early literacy instruction.

Her leadership, dedication, and hands-on support—as well as the key role she plays in creating measurable student success—have earned her a 2025 Amplify Science of Reading Star Award, which specifically recognizes her as Changemaker of the year. These awards honor outstanding educators, schools, and districts who are transforming classrooms and students with literacy practices grounded in the Science of Reading.

“Once I dug into the science,” Mathew says, “I realized that explicit, systematic instruction in phonemic awareness, phonics, vocabulary, and knowledge building isn’t just beneficial, it’s essential.”

Helping teachers shift to research-based instruction

Suffern Central serves nearly 4,000 students in grades K–12, and Mathew has been a leading force in strengthening early literacy development across the district’s youngest grades.

“I shifted my focus to supporting both foundational skills and language comprehension,” she says. “Students need both pieces, phonics and content-rich instruction, to truly become strong, confident readers.” Mathew also dedicated herself to targeted professional development, helping teachers implement the University of Florida Literacy Institute (UFLI) Foundations and the Amplify Core Knowledge Language Arts (CKLA) Knowledge strand.

To lead that shift for teachers, Mathew approached change collaboratively, not prescriptively. She modeled lessons, coached side-by-side, and broke big shifts into manageable steps.

It didn’t take long. “Within weeks, teachers saw students who had struggled with decoding and spelling [already] reading and spelling words with more accuracy and fluency,” she says.

From early literacy skills to independence and confidence for all

What’s more, students figured out that they could use those same strategies elsewhere.

“[Teachers] saw kids using the strategies they were taught not just during the phonics lessons,” Mathew says, “but in their independent reading and writing as well.”

Incorporating Amplify CKLA’s Knowledge strand helped deepen student learning, as well as teachers’ confidence in the approach.

“Teachers shared stories of students using academic vocabulary in ways they never had before and making connections between read-alouds and real-world discussions,” Mathew says. “When a classroom teacher sees a student who is struggling suddenly apply a decoding strategy or use academic vocabulary in conversation, they realize their instruction is working.”

According to Mathew, her greatest achievement has been helping teachers see the impact of using research-based instruction in real time.

A commitment beyond instruction

Mathew is driven not just by the science, but by what she believes every child deserves. Students arrive at school with different levels of language exposure and background knowledge, and research-based instruction provides the explicit foundational skills and systematic knowledge-building all students need to read.

“We can’t control our students’ home lives, what experiences they come in with, and what support they have outside of school, but we can control what happens in our classrooms. We can make sure they get explicit instruction in foundational skills, build the vocabulary and knowledge they need to comprehend complex texts, and leave our schools as confident readers,” Mathew says. “Educators should make the shift to the Science of Reading because good instruction levels the playing field and gives every child an equal opportunity to succeed.”

More to explore

Amplify is proud to be an approved provider for LASO Cycle 4!

Amplify is the original HQIM leader in change management as the original program that initiated this transformation movement. Now it continues with YOU – our district partners.

Learn more and request a meeting HERE!

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Why choose Amplify?

For many years, districts across Texas have relied on Amplify as a trusted partner for their curriculum, instruction, and professional development needs. Backed by a strong regional team with deep Texas experience, our services have been thoroughly vetted for quality and expertise across the state supporting urban, suburban, and rural districts. Our partners can continue to count on the Amplify team for comprehensive support that is tailored to their unique district and campus needs. Amplify looks forward to walking alongside your district and school leaders as well as your teachers with coaching that ultimately drives the work forward to positively impact teaching and learning.

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What LIFT supports:

Curriculum adoption support
Conduct needs assessments and prepare for SBOE-approved HQIM or Bluebonnet adoption.

Professional learning and skill-building
Build instructional capacity through research-based training and coaching for leaders and teachers.

Observation and feedback systems
Design and refine feedback cycles that elevate classroom practice and instructional leadership.

Implementation training and PLCs
Establish sustainable systems for lesson internalization, data-driven collaboration, and student-focused improvement.

Learn more on TEA’s LIFT website.

Additional LASO Cycle 4 Support

In addition to LIFT, Amplify is an approved provider for the following LASO Cycle 4 Grants:

  • LIFT Add-On: School Improvement PLC Support (LIFT SI PLC)
  • School Improvement Curriculum and Instruction Support Grant (SI CISG)
  • Blended Learning Grant (BLG) (LIFT-BLG Supplemental Application submitted with updates to SAPL by 11/10)
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What district leaders and teachers are saying

“Our support with Amplify was outstanding! The coach was knowledgeable, engaging, and provided us with answers to all of our questions. We left ready to go back to our buildings even more prepared and with a clear plan!”

Amplify’s professional services for educators

We work together with educators to create meaningful learning experiences in schools—whether it’s designing a customized professional development plan, working alongside teachers in the classroom, or providing engaging and effective high-impact tutoring services to help students thrive.

Amplify’s professional development

When educators grow, students grow. Our goal is to support your team’s professional development with training designed to nurture, develop, and refine instructional practices, enhancing student achievement. We offer flexible PD training and coaching, both in-person and online, with a range of support to fit districts’ needs and educators’ busy schedules.

Explore Amplify’s Effective PD solutions

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Amplify’s high-impact tutoring

Every child deserves to be a confident reader and mathematical thinker. Amplify Tutoring, grounded in evidence-based practices and high-quality instructional materials, delivers meaningful gains for students and data-driven insights for educators. Our flexible high-impact tutoring models for literacy and math help schools meet students’ unique needs.

EXPLORE AMPLIFY’S HIGH-IMPACT TUTORING SOLUTIONS

When you grow, your students grow.

“From the start, and in every encounter since I have been overwhelmed by the professionalism and customer focus all Amplify employees have demonstrated. Not only are the curriculum products extraordinary but they are backed by extraordinary people.”

Teacher, Montana

When you grow, your students grow.

“[Amplify] deserves a medal for being one of the few companies that actually explains enrollment and access processes clearly, while providing continued support. Thanks for being organized and caring towards your customers!”

Technology teaching and learning support specialist, Ohio

When you grow, your students grow.

“[Our] facilitator did a fabulous job of highlighting key look-fors, as well as sharing personal experiences with implementation, which are so useful for a teacher to hear.”

Teacher, Louisiana

When you grow, your students grow.

“Amplify Tutoring has been critical in helping several nonreaders not only become readers, but become avid readers…
The turnaround in confidence and excitement for learning has been amazing! The Amplify Tutoring Team provides continuous support system which checks in at all levels to help make the student experience a success.”

—
District program director, Alaska

Leading education into the future, together

Collaborative partnerships to strengthen educator success

Partnering with leading organizations, Amplify offers robust Amplify Desmos Math professional development that complements and enriches your learning journey and ensures access to comprehensive educational resources. Together, we align district and school leader support, enhance instructional practices, and boost student engagement to drive enduring outcomes.

Partner organizations

ANet logo with a large yellow "A" emitting rays, followed by the word "Net" in gray text on a white background—symbolizing student support services that enhance the learning experience.

Leverage Amplify’s curricular expertise and ANet’s strength in assessment alignment and strategic system support to achieve powerful, consistent adoption and effective, long-term implementation.

Explore this partnership

Learn more about ANet

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Accelerate results by pairing Amplify’s deep expertise in Amplify Desmos Math and program-aligned professional learning with Teaching Lab’s proven Cycles of Inquiry and direct-to-teacher coaching models to ensure uniformity and harmony in the adoption, rollout, and long-term implementation of HQIM.

Explore this partnership

Learn more about Teaching Lab

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Harness the power of Amplify’s deep expertise in Amplify Desmos Math alongside TNTP’s proven coaching models for system and school leaders to drive sustainable, impactful, and coherent HQIM implementation.

Explore this partnership

Learn more about TNTP

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Experience transformational results when Amplify’s deep expertise in Amplify Desmos Math joins with UnboundEd’s proven strengths in change management, instructional transformation, and leadership coaching to deliver sustainable instructional practices and lasting impact.

Explore this partnership

Learn more about UnboundEd

Celebrating Keppel Union: A Science of Reading Star Award winner

Celebrating Keppel Union: A Science of Reading Star Award winner

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USBE Data Analysis for K-3 Reading Assessment Program

Introduction

mCLASS Assessment: Acadience™ Reading

How it works: Quickly identify the needs of each student and inform next steps with instant analysis, reports, and instructional planning tools included in the only licensed mobile version of the research-based Acadience Reading assessment.

  • Use short, 1-minute fluency measures for foundational reading skills.
  • Replace manual calculations with instant results and recommended activities.
  • Compare student progress with predictive, research-based benchmark goals.
  • Track progress and target instruction to individual student needs.
  • Support decision-making at every level using aggregate reports.
  • Translate class- and student-level reports into individualized instruction using the Now What?Tools.
  • Get a more complete view of early literacy skills with the new mCLASS:Early Literacy Measures (ELM).
Enrollment for mClass

Please review the Utah Enrollment for mCLASS document for important information about the rostering process for LEAs in Utah.

Benchmark Windows

The USBE has required that each Acadience Reading testing benchmark window occur within the below dates:

BOY — the first benchmark before October 14
MOY — the second benchmark between December 1 and February 5
EOY — the third benchmark between the middle of April and June 15

Benchmark windows for LEAs are set to the state benchmark window dates in mCLASS. Each LEA is to have 2-4 week benchmark period that is within the state benchmark window dates and LEA leaders are to share those dates with staff. The benchmark windows in mCLASS are set to the state benchmark window dates; not the LEA benchmark window dates and this can not be changed in mCLASS. If a student moves into your LEA and your benchmark window is closed, but the state benchmark period is still open, the student must be benchmarked. Should your LEA need an extension of a benchmark window beyond the close of the state benchmark windows, that must be approved by the USBE Assessment Department. Once the benchmark window closes, do not give the benchmark to a student, instead, educators can progress monitor the student on the measures they would have received a benchmark in order to get the students current instructional levels.

If you have questions regarding your current benchmark window dates, feel free to reach out to Amplify Customer Services at help@amplify.com.

Acadience Reading Benchmark Invalidations

Before you invalidate a benchmark probe, review the USBE’s list of acceptable reasons for invalidating on the Frequently Asked Questions: Acadience Reading Invalidations document. If a district/charter has a significant percentage of invalidations, contact and further action will be deployed. If you believe an invalidation is required, please contact your District/Charter Literacy Director. If they need support, they can contact Sara Wiebke, sara.wiebke@schools.utah.gov, to request an invalidation.

Progress Monitoring

The impact of progress monitoring

Progress monitoring is the most powerful tool we offer with regards to student achievement.

“Scores for Daze increase more slowly than they do for other Acadience Reading measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month.”
Progress Monitoring with Acadience Reading 
© Acadience Learning
October 2012

The Acadience Reading authors recommend progress monitoring students in the Well Below Benchmark category once every 7-10 days (and once every 10-12 days for students in the Below Benchmark category).

Progress monitoring is the practice of testing students briefly but frequently on the skill areas in which they are receiving instruction, to ensure that they are making adequate progress. When students are identified as at risk for reading difficulties, they can receive progress monitoring testing more frequently to ensure that the instruction they are receiving is helping them make progress. (Acadience Learning/October 2012, Progress Monitoring Guide)

The purposes of progress monitoring are:

  • to provide ongoing feedback about the effectiveness of instruction,
  • to determine students’ progress toward important and meaningful goals, and
  • to make timely decisions about changes to instruction so that students will meet those goals.

How to progress monitor?

  • Select students for progress monitoring
  • Select Acadience Reading materials for progress monitoring
  • Set progress monitoring goals
  • Determine the frequency of progress monitoring
  • Conduct progress monitoring assessment
  • Access data through class and student reports
  • Evaluate progress and modify instruction.

The key to progress monitoring: Instruction should link to progress monitoring and progress monitoring should link to instruction. They should run parallel and merge as one to confirm student growth in reading.

Check your progress monitoring fidelity report in mCLASS to ensure you are on track with these students. For more information regarding progress monitoring guidelines, visit the official progress monitoring guidelines.

Support Team

Amplify Customer Services

(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
help@amplify.com

Educational Support Team

Pedagogical Questions
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
edsupport@amplify.com

For more information, please contact:

Sarah McCarty
Associate Director, Educational Partnership
(812) 593-5776
smccarty@amplify.com

Donna Bright
Educational Partnership Manager
(303) 960-3772
dbright@amplify.com

Robert McCarty
Regional Director of Educational Partnership
(435) 655-1731
rmccarty@amplify.com

Cydnee Carter
Assessment Development Coordinator
(801) 538-7654
cydnee.carter@schools.utah.gov

Liz Williams
Elementary ELA Assessment Specialist
(801) 538-7542
Liz.williams@schools.utah.gov

Sara Wiebke
Literacy Coordinator
(801) 538-7935
sara.wiebke@schools.utah.gov

Krista Hotelling
K-3 Literacy Specialist
(801) 538-7794
krista.hotelling@schools.utah.gov

Christine Elegante
K-3 Literacy Specialist
(801) 538-7551
christine.elegante@schools.utah.gov

Julie Clark
K-3 Literacy Specialist
801-499-2515
julie.clark@schools.utah.gov

Melissa Preziosi
Assessment Data Specialist
(801) 538-7949
melissa.preziosi@schools.utah.gov

Resources

Helpful tips and guides
mCLASS:Acadience Reading tutorials
Technical resources

Amplify Enrollment This guide walks you through the necessary steps to complete enrollment using the manual enrollment tools on Amplify Home. It shows you how to manage staff, student, and class assignment information, and maintain the accuracy of your staff, student, and class assignments.

Devices & Requirements Ensure mCLASS is compatible with your devices and systems for optimal performance and support.

Remote Assessing

Videos:

Remote Assessment Guidance from the Acadience Team:  
mCLASS®: Acadience® Reading (formerly known as DIBELS Next)

Key Points:

Before you assess:

1. Determine how you will show student materials and score in mCLASS at the same time. 

  Description

Description

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

Note: mCLASS app is optimized for touchscreen; scoring with a mouse may need more practice.

2. Familiarize yourself with the digital copies of student materials.

3. Schedule virtual meetings with students. To communicate with English-speaking caregivers, consider sending this email or video. To communicate with Spanish-speaking caregivers, consider sending this email or video.

4. Determine how you will handle scenarios where there’s a lag:

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

While you assess: 

1. Take the opportunity to connect individually with your students as they experience so much change. Don’t make the session solely about testing, and remind caregivers and students that the assessment is a way to see how you can best tailor instruction.

2. Make student materials visible to your student.

For Maze, choose the model that works best for you:

Enter results into the mCLASS web reports

  • Students complete online Maze during a video conference
    • Put a link to the student assessment site (mclass.amplify.com/student) and the student’s credentials into the chat box (learn how to generate student credentials in this video)
    • Ask your student to complete Maze.
  • Students complete online Maze outside of a video conference (caregiver support is needed with log-in)
    • To provide student credentials and instructions to English-speaking caregivers, consider sending this email and video. To provide student credentials and instructions to Spanish-speaking caregivers, consider sending this email and video.
  • Students complete Maze on paper
    • Locate the benchmark Maze Acadience Learning’s site.
    • Print a copy of the form you need (e.g. BOY) for each student in your class.
    • Send the form home in a sealed envelope with students, mail the form to caregivers, or have caregivers get forms via school-based pick-up. Provide instructions not to open the envelope until the student is ready to take the assessment.
    • Provide parents with instructions on how to proctor the assessment for their child. They need to:
      • Give the form to their child
      • Sit with their child and read the instructions and practice items
      • Tell their child to stop when 3 minutes has elapsed
      • Send screenshots of their child’s work via email or text, or return the completed form to the school in a sealed envelope provided by the school.
  Guidance
Acadience:Reading 

Use the share screen feature to display student materials on your screen.

Optional next step for measures that have student materials:

Zoom users: grant your student control of your screen so you can see their cursor as they read:

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

Note: For Mac OSX, you will need to give Zoom access in the Accessibility tab in the Privacy and Security preferences of your Mac. For more information on giving Zoom access in Security and Privacy, click here.

3. Score in mCLASS.

Student materials

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

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

To view this protected page, enter the password below:



Introducing our 2023 Science of Reading Star Award finalists!

Roll out the red carpet and shine those spotlights—it’s time to meet the 25 finalists for our 2023 Science of Reading Star Awards!

These educators and leaders help light the way for the next generation. They’ve implemented Science of Reading principles and guided their students toward lifelong literacy. They’ve demonstrated expert change management and professional development. Get ready to meet some of the brightest minds in education as we celebrate their achievements and see what makes them truly stellar!

Join our virtual event and awards program on May 23.

But first…meet our 2023 finalists! Below, you’ll hear from the nominees themselves, as well as the colleagues who nominated them, about what makes them stars.

The Changemaker Award

For exemplary leadership in guiding a district through a shift to the Science of Reading.

And the finalists are…

Heather Campbell
Learning Coach, Sunset Elementary, Washington County District, UT
Why she’s a star: “Heather’s philosophy that all students can learn to read if given proper instruction has changed the data. Our school made the change and the data is showing our students are thriving.” —Shelli Campbell, Learning Coach

Javonna Mack
Lead Content Teacher, Caddo Parish School, LA
Why she’s a star: “Whether working with students or teachers, Mrs. Mack keeps best practices grounded in the Science of Reading at the forefront. She constantly strives to build teachers’ expertise in teaching students to read through content-rich professional learning communities, often on Saturdays or after the workday has ended.” —Shannon Southwell, Lead Content Teacher

Aaron Jura
Reading Interventionist, Bloomingdale, IL School District
Why he’s a star: “Aaron has been the catalyst for our entire district embracing this shift to the Science of Reading, and we are just at the beginning of this amazing journey.” —Nicole Gabany, Reading Interventionist

Nicole Peterson
Director of PreK–8 Education, Sampson County Schools, NC
Why she’s a star: “She has created, initiated, implemented, monitored, evaluated, and adjusted processes and systems to ensure that teachers have access to resources, training, materials, and professional development to ensure that all students gain equitable access to high-quality, evidence-based instruction.” —Matthew McLean, Director, PreK–8th Grade Education

Virginia Quinn-Mooney
Teacher, Northville Elementary School, CT
Why she’s a star: “Virginia has gone from one person with a personal commitment to advancing her literacy knowledge. She has now impacted countless educators, parents, etc., with her tenacity and learning journey.” —Nicole Gregory, Teacher

The Data Dynamo Award

For commendable use of data to align a literacy system and maximize student achievement

Shennoy Barnett
Kindergarten Teacher, South Smithfield Elementary, NC
Why she’s a star: “My objective is to help as many children as I can become fluent readers and critical thinkers. As a literacy specialist here for just four months, I made great strides with literacy with my students.” —Shennoy Barnett, Kindergarten Teacher

Anne Elizabeth Carter
Kindergarten Teacher, Wake County District, NC
Why she’s a star: “Through systematic and explicit phonics instruction as well as targeted language comprehension instruction—using texts that incorporate science and social studies content as well as build knowledge systematically—my kiddos were TRULY learning how to read accurately and fluently.” —David Gaudet, Principal

Bethani Ploegstra
Kindergarten Teacher, Union Colony Elementary, CO
Why she’s a star: “She takes data from mCLASS® DIBELS®, Lexia, and SchoolPace (part of our reading curriculum), as well as formative feedback from what she hears and sees students doing daily in the classroom, to immediately adjust what she presents next to students, whether individually, in small groups, or whole class.” —Mandy Bailey, Assistant Principal

The Knowledge Builder Award

For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school

Corey Beil
Instructional Interventionist, Quakertown Community School District, PA
Why he’s a star: “He incorporated literacy into his daily math instruction by providing our students with opportunities to understand and connect with the content more deeply. Our students were exposed to practicing literacy concepts while expanding their mathematical knowledge and foundational understanding.” —Julianne Pennabaker, Teacher

Kim Smaw
Principal, Rosalyn Yalow Charter School, NY
Why she’s a star: “She was able to persuade the learning community to adopt the Science of Reading, firmly convincing them that this curriculum could empower students to gain rich learning experiences.” —Deirdre Frost, Reading Intervention Specialist

Angie Dutton
Instructional Coach, Onslow County Schools, NC
Why she’s a star: “Her positive attitude about the Science of Reading is contagious and is most likely why other educators feel comfortable reaching out to her for questions and guidance.” —Stacey Horne, Instructional Coach

Nicole Brodie
ELA Grade 7 Teacher, Long Middle School, GA
Why she’s a star: “She encourages her students to use their [voices] for change and impact and supports them in their learning process academically, [socially, and emotionally].”
—Renee Dawson, Grade 7 English Language Arts Teacher

The Intervention Innovator Award

For admirable use of intervention strategies to get at-risk readers back on track

Suzanne Maddox
RTI Teacher, Robertson County Schools, TN
Why she’s a star: “Mrs. Maddox reviewed individual student data, worked with teachers, and began using CKLA Skills and the intervention materials provided with this curriculum to continue a sounds-first approach to meeting the individual needs of students.” —Brooke Callis, RTI Teacher

Sara Thornton
Reading Interventionist, Senior Team Lead, Schmitt Elementary, CO
Why she’s a star: “Sara’s enthusiasm for and dedication to her work has been an inspiration to all involved and has resulted in a successful transition to the Science of Reading—as evidenced by our students’ amazing academic growth!” —Hayley Gunter, Reading Interventionist, Senior Team Lead

Markaya Aga
Reading Interventionist, Merit Academy, CO
Why she’s a star: “Since she has come on board at our school, the mindset around literacy and the growth of our programming [has improved] ten-fold. We need more educators like Markaya!” —Allison Hanson, Reading Interventionist

The Language Luminary Award

For outstanding success in developing the skills and strengths of emergent bilingual students

Wanda Ramirez
Grade 2 Teacher, El Sol Science and Arts Academy, CA
Why she’s a star: “We used to emphasize to students that what they know in one language cannot be used in the other language. Now, as a dual-immersion educator, I have the opportunity to change that mindset, teach my students to embrace their native [language], and empower them to use their entire linguistic ability. It’s a very powerful thing to be able to do.” —Wanda Ramirez, Grade 2 Teacher

Esmeralda Martinez
Kindergarten Teacher, Compass Community Schools, TN
Why she’s a star: “She has consistently worked on improving her teaching methods, tried new ways to engage the class, and worked diligently to support all of our students.” —Rachel, Marinari, Teacher

Christine Black
ESL Teacher, North Dover Elementary School, NJ
Why she’s a star: “We have a rapidly expanding ESL population, and Mrs. Black works tirelessly to ensure that her students are expanding their ELA skills in accordance with the major tenets of the Science of Reading.” —Dawn Gawalis, ESL Teacher

Rookie of the Year Award

For showing the world that the Science of Reading is more than just phonics, and empowers students with knowledge from elementary to middle school

Caitlyn Cockram
Teacher, Patrick County Schools, VA
Why she’s a star: “We have offered professional development in vocabulary and implementing SOR strategies, and Caitlyn is always one of the first teachers to sign up. She is dedicated to improving student achievement through research and evidence-based practices.” —Callie Wheeler, Teacher

Andrea Mason
Academic Interventionist, County Line Elementary School, GA
Why she’s a star: “Making the shift from balanced literacy to the Science of Reading hasn’t always been easy. But I continue to research and implement these best practices with my students because I can see that they are now on a path to becoming strong readers.” —Jennifer Ezell, Academic Interventionist

Mallory Pendergast
Phonics Teacher, Literacy Interventionist, Circle City Prep, IN
Why she’s a star: “As a kindergarten teacher, she led 100% of her scholars to be reading on grade level in the first quarter and maintained that momentum through the first semester.” —Sami Hyde, Senior Instructional Coach

ESSER Ace Award

For notable and innovative use of stimulus funds to help kids rediscover the joy of reading

Stephanie Hurst
District Literacy Specialist, Maple Avenue Elementary, NH
Why she’s a star: “She is also a voice on the utilization of [the] ESSER Fund—using the distribution of funds per federal protocol to ensure that the district’s lowest-performing schools have access to quality instructional materials and professional development all grounded in the Science of Reading.” —Mark Blount, K–12 Literacy Specialist

Callie Wheeler and Sara Vernon
Instructional Coaches, Patrick County Schools, VA
Why Callie’s a star: “Mrs. Wheeler played a key role in creating a culture of literacy within our schools, where the Science of Reading is central to the education of our students.” —Sara Vernon, Instructional Coach
Why Sara’s a star: “Sara has worked tirelessly to make the shift from the vision that was grounded in balanced literacy to one that is now making waves in Southwest Virginia with its Know Better, Do Better, Be Better approach to reading instruction.” —Callie Wheeler, Instructional Coach

Edie Bostic
Literacy Coach, Gallia Local, OH
“As a teacher, district Title I coordinator, elementary principal, and now district literacy coach, she continually champions the students under her care and is passionate about those students receiving the highest levels of instruction.” —Leslie Henry, Principal

Inspired? We are! Register to join our May 23 Science of Reading Star Awards virtual ceremony!

More to explore

Learn with and from other top-notch educators like you through our family of podcasts.

Listen to Science of Reading: The Podcast now

S2-01: How teachers are really feeling this school year

science connections S02-01 Episode Cover

In this special solo episode, Eric Cross starts the season by sharing his personal journey as an educator, and how the difficulties of the last few years have shaped his mindset going into the upcoming school year. Eric also addresses teacher burnout and what inspires him to continue working as a classroom educator. Explore more from Science Connections by visiting our main page.

Download Transcript

Eric Cross (00:02):

Welcome to Science Connection, Season Two. As we begin the next season, I thought it would be a good time to share my story. As the host, I get to ask people questions about their journey, but I’ve actually never shared much about my own. So I’ve taken some of my most frequently asked questions to guests and asked them to myself. I hope you enjoy.

Eric Cross (00:23):

So the origin story question, I think really gets to the heart of why a person does what they do, because so much of who we are, especially as adults and teachers, is a result of experiences that we had in our lives when we were kids or in school with other teachers. And my life’s no different. I was born to a 19-year-old single mom. And when you’re a young boy growing up, especially with a young single mom, you often look to older men in different positions as kinda like a surrogate or like a mentor. And you may not even tell them that they are that to you. You kind of keep it close to the chest. And that’s what I did growing up. One of the ones that really stood out to me is, in seventh grade, I went to a middle school here in San Diego that was called Keiller Middle School. And we were a magnet program that specialized in science. And they had this program that brought professors from the local universities and they did this high-level enrichment. They would even take us to the college campus and we would work in these labs as seventh graders. It was amazing. And one of the people there, his name was Dr. Tress, and he was a professor. And Dr. Tress took a liking to me. I reminded him of his son. We were doing this great embryology experiment. We would take purple sea urchins. And we would inject them with potassium chloride, which would cause them to spawn. And we would fertilize these eggs, and then we would run different experiments using them. And these were things that I had never done before. I had always loved science. I’d always loved tinkering and building things. But this was my introduction, really, to high-level biology and to higher levels of education. I didn’t—I didn’t have many figures like that in my life growing up. I mean, I’m a first-generation, you know, high school, college graduate. Many of these are first generations for me. So, this was a new experience. And so Dr. Tress really unlocked a core memory and was one of my first mentors, as far as academics are concerned. And during my seventh-grade year, I entered the science fair and won first place, which was a huge deal. They took us out to Balboa Park. We got to miss school for a week. We got to go to all the museums for free. It was the best. And I think at that point in time, it really solidified something in me that would lay dormant until later on in my adult life. High school, I was really fortunate: the high school I went to was Morse High School, not too far from Keiller, and they had an aeronautics program. So I was able to enroll in that aeronautics program. And I learned how to fly before I learned how to drive. And I had this great instructor named Mr. Klon, who was this like 6′ 4″, 250-pound hippie guy. And he—we would get in the plane and we would have these like philosophical conversations. And through that, especially looking back now as a teacher, I realized that he was making connections with me and investing into who I was as a person. And it was something that I so needed at the time. Because at home I didn’t have that. You know, my safe place, a lot of time, was school. It was my only structure. It was where I knew I would get encouragement. It was where I knew things were reliable and consistent. For a lot of people, and a lot of kids, their home life isn’t like that. School was that for me. So Mr. Klon, I mean, he was this authentic, you know, consistent person in my life and made a huge difference at this time.

Eric Cross (03:23):

After I graduated high school, I left home just to get away from a difficult environment. And I was homeless for a little while and that was a huge moment in my life. And around that time, an aunt found out and she said, “You’re gonna come stay with us.” And this was like this three-year process of me living with them in this, like, functional family that ate dinner together. And they went to the zoo. They had family passes. And they took family photos at Christmastime. This was all weird stuff. Like, I didn’t know—I didn’t know who did these things. It was—I felt like a puppy that like lived in a home that was like…it was a home that was just always kind of like violent or like just really toxic. And then it gets put into a healthy home and doesn’t know how to act. That’s how it felt. And this was around like 19, 20 years old. During that time I started putting myself through school. So I went to community college and I was broke as a joke. And so I couldn’t afford the textbooks while I was going. So I would just go to the bookstore, the Barnes and Noble bookstore in Mira Mesa here in San Diego. And I would stay there all night using the textbooks or using the books there for doing my work. And then I would just put the books back on the shelves. Because let’s just face it. Textbooks are expensive, brother wasn’t trying to pay for all that. So I really had to earn that time. So I was working full-time. I was going to school. And, eventually I got a job in working in finance with a really great friend who mentored me during my younger twenties. And I didn’t wanna be broke and finance made sense.

Eric Cross (04:44):

And so I did that for a little while, until I got to a point in my career where I was watching an episode of The Office, the UK version, the Ricky Gervais version, and a character said, “I’d rather be at the bottom of a ladder I want to climb than halfway up one I don’t.” And I realized, working in finance, that I was halfway up a ladder I never wanted to climb. So I wanted to move into something that, if I was gonna spend eight hours a day or 10 hours a day doing something, I wanted it to be something that actually filled me up inside. And this is how I got into teaching. So I had always been working with young people, specifically 12- to 18-year-olds, like a non-profit or volunteering, mentoring, after-school programs. And I’ve always managed to rationalize my job in the finance world as meaningful because it let me do the real work that fulfilled me. So the real work was working with the kids. But my day job, my, like, Clark Kent-type job, was just, you know, doing the finance thing of like helping people that have a lot of money make more money. Which at the end of my life, I look back and I said, “That’s not what I want my legacy to be.”

Eric Cross (05:43):

And when the finance crash happened in 2008, that’s when I think I started looking back on it and said, “If I’m gonna spend all my time doing something and spending 40 or 60 or 80 hours of my day of my week doing things, I want it to matter. And that’s when I decided to pivot and leave that field and go and get my master’s in education and get my teaching credential, teaching science specifically. Now, one of the questions we get asked a lot and I’ve been asked is, is “How has teaching changed as a result of the pandemic?” And I feel like this could be several podcasts in and of itself, and it’s also regional, because everybody’s experienced it differently, And we’re still experiencing it! That’s the crazy thing! It’s like, it’s not over, we’re still in it. And some places have innovated and pivoted and some places just did what they needed to and they are trying to go back to business as usual. But if anything has happened, the pandemic revealed how much more, how much schools are more than places of just content learning. For many students it’s where they have their only community, their structure, their emotional wellness. They get regular meals, access to tech, and adults that care about them that are outside of their family. The schools are so much more than that. I mean, my school, they were a place, like a hub, that was giving out food every single day during the pandemic to families that would kind of drive by. So for a lot of schools, they became places like that. It also…the pandemic revealed the intensity of the educator workload. I mean, being able to manage your family, having the capacity, to be a content expert, you need to be a counselor, a trauma-care specialist, a coach, an encourager, a tech expert.

Eric Cross (07:23):

I mean, the term mental health is now more common and starting to become prioritized. Now we’re focusing so much more on the whole child. And we know from research that how a child feels about themselves and their safety and their security impacts their ability to learn. So the more comfortable and safe a student feels in the classroom with teachers and with friends, the better they’re gonna be able to learn. And ultimately the higher they’re gonna be able to achieve. You can’t, you can’t have one without the other. In addition, I think less teachers, see themselves teaching into retirement. I think that’s a big thing. I read these articles about teacher shortages and I think the reality is it’s actually teacher exodus. It’s teachers leaving. And that’s been really difficult. I’ve had many friends who’ve left for the private sector. And I get it, especially if you’re one that has—if you’re the first in your family to graduate from college, with a STEM degree, to them taking a teaching position can mean walking away from a salary in the private sector that pays two or three times more.

Eric Cross (08:23):

And in many places around the country, in order to be a teacher and maintain a median standard of living, you need either dual income, multiple jobs, or a multi-generational household. For a lot of people it just doesn’t make sense. And even right now, today, as I’m recording this, I’m reading articles and getting text messages…and I received a text message three days ago from a teacher that said, “My goal this year is to just not resign.” And that’s where a lot of teachers are feeling right now: isolated, challenged, and under-appreciated. And Plato said, “What’s honored in a country is cultivated there.” And I’ve been looking at how teachers are honored and one of the ways is just, like, practical. Like, look, I gotta pay my bills. You know, love the Starbucks gift card. Love the CPK, the gift card. The cards, all those other things…but brother got a car payment. And at the end of the day, if we care about our kids, we need to take care of the people that take care of them. And there’s very practical ways for that to happen. And everybody in different sectors around the country is dealing with that in different ways. I think the pandemic also revealed, now the public can see how our kids don’t receive the same quality of education. And once you’re aware of that, you can’t put the genie back in the bottle. So once you see on Zoom or once you see in a meeting, or once you see on the news, that students in different areas, whether it’s the rural South or a suburb in Seattle, are not getting equitable educations, well, ultimately that impacts all of us. Now. It’s not all doom and gloom. Good things have come from, as a result of, the pandemic. Many schools have made progress towards narrowing the technology gap, ’cause they had to! ‘Cause you can’t do Zoom and you can’t do Google Meet and all that stuff with a packet! You gotta get those Chromebooks. And Chromebooks and the internet and access to tech is not a new thing. It’s been out for a long time. The technology gap is not a new thing. It’s been written about extensively, but all of a sudden districts and schools started figuring out how to close that gap. And that’s awesome. We didn’t want a pandemic to be the catalyst for that to happen. But at the end of the day, we started closing it. A lot of schools did an amazing job and districts did an amazing job with deploying the hardware, sending out buses with wifi, putting lessons and videos on USB sticks and dropping them off to parents who live in sparsely populated areas. I mean, there were so many stories that I’ve heard about schools and teachers just doing amazing things, going above and beyond what they needed to on behalf of kids.

Eric Cross (10:51):

I think in addition to that, there’s also been students and families are now having more options to personalize their learning. So we have this in-person model, we have this Zoom or kind of online model, and this hybrid model, and it hasn’t all been perfect, you know, at all. But some families have come out and said, you know what actually doing this hybrid model is better for my son or better for my daughter or better for my student, because they’re able to get the socialization, but also able to focus better at home than they are in a classroom of 36. And that’s legitimate. You know, we talk about personalized learning, but it’s not exactly personalized when everybody has to wake up at the same time, same schedule, go to the same, the same classroom of, you know, up to 40 kids, and do the same lesson. I mean, we have to be honest about our limitations with personalizing learning for students. And when we can provide more options and we give teachers the infrastructure to be able to use different platforms, then we’re able to personalize learning a lot more.

Eric Cross (11:51):

There’s also been an emphasis on the whole-child wellness. I think the spotlight on mental well-being heavily impacts their academic success, but counseling teams, social workers, school psychologists—I think more than ever we’ve realized the value that they bring to the schools. And unfortunately many of them have caseloads of 200 students or more. And they’re seeing students most often that are in crisis. And especially after the pandemic, we’re realizing how valuable they are and how much we need to, one, honor them and give them the support that they need, and also recruit more. Because as we start recognizing how our brains are impacted by the things that we’re dealing with, we’re also gonna see how that’s gonna impact our students’ performance. And we need the specialists in those positions to be able to support our kids. I think, last, I think more innovation and lesson design and how we assess students. And so we’ve been talking about in education just kind of critiquing: how do we assess what a student knows? How do we make what a student actually does at school relevant to real life? I mean, so many times I have students who’ve graduated that are like, “I feel like the things I learned in school, like, they’re not always transferable to real life. It helped me on a test, but like, I don’t know how to do my taxes.” Or “I memorized these facts, but I don’t really apply it in my job.” Or “The facts that I learned I could have actually learned on the fly in my job. I wish I would’ve actually focused on the skills or had an earlier opportunity to get some experience because when I’m trying to apply for a job, <laugh> they ask for experience and I’m 22 years old.”

Eric Cross (13:28):

And so all these things kind of come up. And so I think there’s been some great conversations around “how do we rethink what education looks like?” And there’s different pockets around the country that have been doing that, I think, really well. And I think it’s important for us as teachers to stay connected to those people who are kind of pushing the boundaries and thinking outside the box, because when we get siloed, it’s really easy to get calcified and cynical. I get it. And it impacts me too. But when we’re around those people who have those fresh ideas, who are really pushing the limits, it inspires us. And that’s something I think during the pandemic that I’m grateful that I was intentional about, is staying connected with other teachers. There’s a big question; Why do you continue your work in the classroom and what keeps you motivated? And I was thinking really hard about this question, because depending on <laugh>, depending on my day, I feel like my answer’s gonna be a little bit different. So I’ve had to step back from this 30-foot, thousand-foot perspective and answer the question. And my answer is this: I think because I still feel like I can be effective to influence positive change in my classroom with my students and within the larger education system as a whole. I think if I lost either of those two, then I’d rethink my profession. Look, I’m an innovator. I like asking “why” questions and things like that. And I’m not always the most popular person when you do that. But education is like just a huge ship. It doesn’t pivot on a dime. And asking why questions and pushing for change on behalf of kids isn’t easy, fun, or glamorous, but it’s it’s necessary. And I feel like over the last few years, I’ve been able to see these kind of glimmers of a trajectory change, at least where I am locally. And that’s something that has given me a lot of hope. I’m very fortunate to be connected to educators and people in leadership that are really about making a difference beyond just kind of the cliched platitudes. They actually wanna make systemic change, in a way that’s positive. And that’s been really helpful for me. So as long as I feel like I’m useful in the classroom for students, and as long as I feel like I’m bringing, I think change, on behalf of teachers and students and administrators and our community in a way that moves the ball down the field, that’s what keeps me motivated. And what I like to ask teachers when I close in the podcast is. “What teacher or teachers have inspired you?”

Eric Cross (15:54):

And for me, I think it would start off with the teachers who cared about me when they didn’t have to, in elementary school all the way through college. And there are numerous teachers. My science-teacher community of practice. For the last two years, I’ve been fortunate to spend every month, once a month, meeting with just a core group of science teachers that really care about some of the things that we are impacted by in the classroom. And when the pandemic was going on, we still met regularly. And because we’re not all teaching in the same place, we kind of were able to bring different perspectives to the table. I think the current classroom teachers and former classroom teachers that I have in my community really inspire me. The ones who are dedicated to opening doors for students. The graduate students that I teach at the University of San Diego, they keep me fresh. I love leaving teaching my 12- and 13-year-olds, and then driving down the street to the university and teaching 20somethings who are all about to be in the classroom. They come with new ideas, they’re asking questions, and I get to actually share things that I just did three hours ago. I think that’s one thing that continues to inspire me. And it’s one of the reasons why I love teaching at the University of San Diego. Their energy and enthusiasm is super-refreshing. And then all the teachers that are willing to take risks and fail forward, to try things different, to ask hard questions, to push the envelope. Teaching’s hard. It’s easy to point out the problems in education as a whole. But after we do that, it’s important to figure out the practical ways we can make the changes that we wanna see.

Eric Cross (17:23):

Now, that’s to say that if you have the capacity for it and the resources and the support. Some of us, we don’t. Some of us, we are on an island, and that’s a really, really difficult place to be, especially when you have family and kids to take care of. And you have to make decisions on what’s best for you and for your own students. We do this work on behalf of kids. And it’s one of the most honorable services a person can provide to our community. But one area for growth that I think we have kind of as a society, is teachers spend their lives, daily, on behalf of the future of our country. For other people’s children. They fall asleep at night worrying about other people’s kids. They spend their own money to create opportunities and experiences that students might not otherwise have. And it’s important that we collectively, and I know I’m preaching the choir when I say this, but this is one of my messages, is that we honor them in turn. We create programs that allow them to be able to afford housing. We create opportunities for them to be able to generate wealth. We create ways for them to be able to find rest, to get connection. And then internally we create systems where they can just work on themselves, fill themselves, get trained, and be whole, so they can bring their best self to the kids in front of them. That’s one of my personal platforms. It’s something that I think is vital. We gotta take care of the people that take care of our kids. So there’s a saying that says, “It’s better to light a candle than to curse the darkness.” And it takes one person to blow out a candle, but one candle can light thousands of other candles, without diminishing its own light. And that’s what we have to be. So my encouragement, teachers, as you’re going into this new school year, and you’re thinking about what’s going on, you’re thinking about all the challenges—and they’re there, and they’re real, and trust me, it’s not like some Pollyanna, like, “Hey, just be positive!” mindset and everything’s gonna be great—no, no, no, no, no. It’s not that. But my encouragement…if I can tell you one thing that’s helped me more than anything else, it’s being connected to other people who are candle-lighters. Because there are a lot of places that are gonna blow out the candle. It could be the staff lounge. It could be Twitter, it could be Reddit. It could be Instagram. It could be TikTok. It could be, you know, anybody. Someone next door to you. There’s a lot of folks that are gonna be willing to point out and say, “Look, this is what’s wrong.” But find the helpers. Find the people that are candle-lighters. And stay connected with them. Find that community. I can tell you for me, that’s been the thing that’s been able to help me sojourn through all of this—I couldn’t do this by myself—is being able to share my story with other teachers and knowing that I’m doing this work alongside of other folks who are doing this work, and I can share my story with them and listen to their stories, is something that’s been able to fill my cup. And so I hope I can do the same for you and for other people listening to other people I come in contact with.

Eric Cross (20:08):

Teachers, I wish you a great school year. Hang in there. Be those candle-lighters and bring your best self on behalf of the students. Thanks so much for listening. Now, we wanna hear more about you. If you have any stories you wanna share about the classroom, please email stem@amplify.com. That’s STEM at amplifycom.wpengine.com. And make sure to click subscribe wherever you listen to podcasts. And join our Facebook group, Science Connections: The Community. Until next time.

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We’ll also share new and exciting free resources for your classroom every month.

What Eric Cross says about science

“We do this work on behalf of kids, and it’s one of the most honorable services a person can provide to our community.”

– Eric Cross

K–8 Science teacher, Host of Science Connections: The Podcast

Meet the guest

Eric Cross is a 7th grade science/technology teacher, grade level lead, and digital learning innovator for Albert Einstein Academies, International Baccalaureate schools. He is also an adjunct professor of learning and technology at the University of San Diego and a Google certified innovator. Eric earned a bachelor’s degree from Azusa Pacific University and a Master of Education from the University of San Diego. He had 17 years of experience working with at-risk youth and underserved populations before becoming a middle school teacher. By building relationships with students, colleagues, and the community, he has become an empowered leader in and out of the classroom. Through meaningful learning experiences centered around student agency, STEM has become accessible to students through highly engaging lesson design, thoughtful integration of digital tools, and culturally relevant pedagogy.

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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. Listen here!

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Weaving Literacy Instruction Into the Science Classroom to Accelerate Learning

Season 6, Episode 11

What I should have learned in college, with Donna Hejtmanek

Throughout this season, we’ve explored different tiers of the education system. In this episode, we look at the role higher education plays in equipping teachers with the right training and tools. Our guest Donna Hejtmanek, a retired special education teacher and reading specialist, shares her disappointing first-hand experience of going back to school at the age of 58—an experience that made her realize many universities weren’t training educators in the Science of Reading. Donna tells Susan the story of how she came to create the incredibly popular Facebook group Science of Reading—What I Should Have Learned in College, and discusses what it will take to change higher education.

Join Science of Reading: The Community to connect with fellow educators.

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Transcripts and additional resources:

Transcript
Facebook group: Science of Reading—What I Should Have Learned in College
Stronger Together: The Alliance for Reading Science in Higher Education
Facebook group: Training Reading Rocket Scientists
Facebook group: Science of Reading for Administrators—What Teachers Want You to Know
Find Donna on Twitter
Find Donna on LinkedIn

Meet Our Guest(s):

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Donna Hejtmanek

Donna Hejtmanek spent 41 years serving as a reading specialist-interventionist and president of the Literacy Task Force of Northern Wisconsin. In 2014, Governor Walker appointed her to Wisconsin’s Read to Lead Literacy Council. She has also served as legislative chair of the International Dyslexia Association and on the Legislative Council Study Committee which produced and passed Wisconsin’s first dyslexia bill, signed in 2016. Now, she creates Science of Reading professional development for teachers on her Facebook group, Science of Reading—What I Should Have Learned in College.

Meet our host, Susan Lambert

Susan Lambert is the Chief Academic Officer of Elementary Humanities at Amplify, and the host of Science of Reading: The Podcast. Her career has been focused on creating high-quality learning environments using evidence-based practices. Susan is a mom of four, a grandma of four, a world traveler, and a collector of stories.

As the host of Science of Reading: The Podcast, Susan explores the increasing body of scientific research around how reading is best taught. As a former classroom teacher, administrator, and curriculum developer, Susan is dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.

Susan-Lambert_Headshot

Quotes

“The door's been cracked. It has to happen and it has to happen by having relationships with people. You just can’t walk in and just say, you know, this is the way it needs to be done. It's a slow process.”

—Donna Hejtmanek

“If you're trained in a certain way, you're only exposing yourself to those researchers doing those things and that type of information. And so you don't know other sources of information of other researchers and what else might be going on.”

—Donna Hejtmanek

“Learning the Science of Reading is not a, ‘You get it in one day.’ It's not like that. It's a journey and it takes time to assimilate everything you read and then turning that into a practice and shifting the thinking of millions of people.”

—Donna Hejtmanek

“You get better and better at it the longer you do it. So if we just stay stagnant and are closed-minded to new things that are out there, then we can't grow.”

—Donna Hejtmanek

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Embracing productive beliefs to transform your teaching, starring Mike Flynn

To celebrate this second season of Beyond My Years, Ana is joined by Mike Flynn, nationally recognized expert in mathematics education and online learning. He explains how “disorienting dilemmas” can bolster our productive beliefs and lead to transformative change in our teaching. Mike and Ana also discuss the importance of teacher advocacy, the power of the collective voice, and ways to overcome barriers to change. Our favorite Classroom Insider, Eric Cross, joins Ana to discuss how important it is to challenge our assumptions as we continue to grow and change.

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Meet Our Guest(s):

A middle-aged man with short brown hair, glasses, and a maroon shirt smiles at the camera against a dark background—embodying transformative teaching and inspiring others through teacher advocacy.

Mike Flynn

Mike Flynn, CEO of Flynn Education, is a nationally recognized expert in mathematics education and online learning. For 10 years he served as Director of Math Leadership Programs at Mount Holyoke College, where he developed his innovative hybrid learning model. During the pandemic, Mike and his team trained more than 100,000 educators in online teaching best practices.

Before his leadership roles, Mike taught second grade for 14 years and was named Massachusetts Teacher of the Year in 2008. He is the recipient of the National Education Association’s Horace Mann Award for Teaching Excellence and the Presidential Award for Excellence in Mathematics Teaching. Mike is also the author of Beyond Answers: Exploring Mathematical Practices with Young Children.

Meet our host, Ana Torres.

Ana has been an educator for 30 years, working in both the K–8 and higher education sectors. She served as an administrator and instructor at various public and private colleges and universities and as a bilingual and dual language teacher, dual language math and reading interventionist, dual language instructional coach, assistant principal, and principal in K–8 schools. Ana is currently the Senior Biliteracy and Multilingual Product Specialist at Amplify, and delivers literacy and biliteracy presentations across the nation. Ana’s passion and advocacy for biliteracy and support for all students from all walks of life has led her to educate leaders, teachers, and parents about the positive impact of bilingualism and biliteracy in our world.

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Meet our Classroom Insider, Eric Cross.

Eric Cross is a middle school science teacher who hopes to someday be a lifelong educator, like the guests on Beyond My Years! In each episode, Eric connects with host Ana Torres to discuss her guests’ best insights, gleaned from their long and rewarding careers in the classroom. Then, Eric talks about bringing some of their wisdom into his current classroom and busy life.

Transcripts and additional resources:

Connect with Mike Flynn on LinkedIn
Learn more about Flynn Education
Subscribe to Amplify’s new YouTube channel, Advice for the Math Classroom
Subscribe to Amplify’s new YouTube channel, Advice for the Literacy Classroom
Follow us on Instagram
Subscribe to Beyond My Years
Connect with Ana Torres
Connect with Eric Cross
Read the transcript

Quotes

“Leadership comes in a lot of different formats, but anyone interested in influencing change can orchestrate experiences to disrupt unproductive beliefs.”

—Mike Flynn

“Teachers who are continually reflecting on their practice and always seeking to improve are the best teachers. They're always evolving, adjusting, reflecting, and paying attention to their kids.”

—Mike Flynn

“Don’t be afraid of your own teacher voice and exercising that. Advocacy is one of the best things you can do.”

—Mike Flynn

“When you look at where you started and where you ended up with a student, with a teacher, with a school, you realize that there's always progress.”

—Mike Flynn

“ Sometimes it gets really hard before it gets better. It just always reminds me to just remember the long game.”

—Mike Flynn

“Change really begins when we look at the unintended consequences of our practice.”

—Mike Flynn

“As a learner, you have to have humility. Otherwise you won't grow.”

—Eric Cross

“If you think you know it all, you're never going to be open to getting new information.”

—Eric Cross

“People don't change just because someone tells them they need to. We change when we experience something that challenges what we used to think and then we have time to reflect on it.”

—Eric Cross

Amplify Awards Assemblywoman Blanca Rubio (D-West Covina) with the 2025 Leader in Education Award

BROOKLYN, NY (January 30, 2025) – Amplify, a publisher of next-generation curriculum and assessment programs, today awarded California Assemblywoman Blanca Rubio the 2025 Leader in Education Award. This annual award honors and recognizes legislators who have demonstrated dedication and creativity in improving learning opportunities for all students.

Since her election to California’s 48th district in 2016, Assemblywoman Rubio has made education a cornerstone of her legislative work, with a particular focus on improving early literacy and reading outcomes for California students. Her multi-year effort to advance evidence-based literacy instruction culminated in September with the passage of Assembly Bill 1454 (AB 1454), which she led in partnership with Assembly Speaker Robert Rivas (D-Salinas) and Assemblymember Al Muratsuchi (D-Torrance), Chair of the Assembly Education Committee. 

AB 1454 represents a comprehensive approach to ensuring California’s children learn to read proficiently and on schedule, including:

  • Robust training in evidence-based practices, such as Evidence-Based Literacy Instructional (EBLI), which emphasize explicit and systematic phonics instruction, phonetic awareness, and fluency development
  • Updated guidance for the adoption of ELAD/ELD instructional materials for grades K–8 
  • Ensuring that both current and future instructional materials are also grounded in evidence-based literacy practices

“I’m honored to be recognized with the 2025 Leader in Education award,” said Rubio. “Education has been foundational to my own success; it is the pathway for the success of countless others, and because of this, it is a cornerstone of my work in the Assembly.  I couldn’t be prouder of what we’ve accomplished with AB 1454. This legislation represents years of partnership with educators, advocates, and legislative leaders who share the vision that every child deserves to learn to read well and on time. This recognition belongs to everyone who helped make this reform a reality. ”

Rubio’s successful advocacy for the Bill garnered support from a broad coalition committed to California’s literary excellence. Her commitment to improving student reading outcomes across California comes at a critical time, when focused efforts are needed to ensure all students reach their full reading potential and achieve academic success.

“Reading is foundational to student success across every subject, yet too many students in California and across the country lack critical reading skills,” said Amplify CEO Larry Berger. “Assemblywoman Rubio’s leadership demonstrates what’s possible when policymakers prioritize evidence-based practices.”

Rubio received the award earlier today at an event in Brooklyn, New York.

About Amplify

A pioneer in K–12 education since 2000, Amplify delivers next-generation curriculum and assessment on an intuitive, integrated platform that includes thousands of free lessons. Our high-quality programs in ELA, math, and science engage students in rigorous learning that inspires them to think deeply, creatively, and independently. Our formative assessment tools help teachers identify the instruction each student needs to build a strong foundation in reading and math. Across all programs and services, we equip educators with powerful tools to understand and respond to the needs of every learner. Today, Amplify serves more than 18 million students and teachers across all 50 states and on 6 continents worldwide. For more information, visit Amplify.com.

Media Contact: Kristine Frech; media@amplify.com

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