S4 – 01. Joyful math teaching with Kanchan Kant

This season on the Math Teacher Lounge podcast, we follow the theme “joyful math” and uncover its meaning.
In this episode, Kanchan Kant joins Bethany Lockhart Johnson and Dan Meyer to discuss the key, early investment she makes at the start of the school year to ensure her math teaching will be joyful for herself and for her students for the rest of the year.
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Dan Meyer (00:00):
Okay, we are recording. Hey folks. Welcome back to Math Teacher Lounge. (laugh)
Bethany Lockhart Johnson (00:06):
Hardly off to a rocking start.
Dan Meyer (00:06):
Yeah. Yeah. <laugh> Did you like my energy there? Hey folks. Welcome back to Math Teacher Lounge. It’s a new season with your host Dan Meyer. And…
Bethany Lockhart Johnson (00:15):
I’m Bethany, Lockhart Johnson. How’s your summer Dan?
Dan Meyer (00:22):
Summer for me feels really hectic as we prepare, here at Amplify, for the new school year, and everyone’s starting these new math programs. So I’ve been feeling quite amped up, like usual in the summer. But also, my kids started big kid school. So I’ve been seeing the educational system from the role of a parent and all the anxieties and I worry, will I be my kids’ teacher’s most annoying parent <laugh> … So what kind of math curriculum you using? Oh, have you heard of core counting? Can I lead a math center? What’s this worksheet about? I’m really worried my kids are just overall gonna hate my vibe when I come around their classes. Uh, <laugh> so lots going on with me.
Bethany Lockhart Johnson (01:06):
It’s already happening for me and I have a toddler.
Dan Meyer (01:10):
<laugh> There we go. Anyway, that’s what I’m up to. That’s how I’m feeling. I’m curious how you’re doing. We haven’t chatted in a while. We’re excited about the podcast, but it’s been a bit, you know? Bethany got a break from me and my antics over the summer. So, how are we finding you here, as we ramp up to the new season?
Bethany Lockhart Johnson (01:24):
Uhhhh. Well, let me just tell you, I have a toddler. That’s kind of all I need to say. Except that’s not all I will say. Of course, I’ll say more. I am exploring, I’m dipping my toe into the extracurricular toddler activities; the music classes of the toddler world, the creative movement of the toddler world. And yeah, I have lots of opinions and lots of things to say about the teachers. And I’m like, Ugh, I can’t wait to be room mom. And just like…<laugh>
Dan Meyer (01:55):
Just let it rip, you know?
Bethany Lockhart Johnson (01:57):
I have opinions on everything and just hope I don’t get kicked out of the class.
Bethany Lockhart Johnson (02:05):
It’s been an eventfully recharging summer and we are ready for this new season. And in fact, we’re so ready that we decided that we were gonna mix up this season. Just a, just a tiny bit. Shall I explain Dan?
Dan Meyer (02:21):
Yeah. Let’s do it.
Bethany Lockhart Johnson (02:22):
So we have loved all the different topics that we have explored in the Math Teacher Lounge world, but we kind of feel like we need to do some more deep dives. So for this season and the foreseeable seasons …
Dan Meyer (02:38):
We’ll see how it goes.
Bethany Lockhart Johnson (02:38):
Let’s stick with this season. For this season. We’re going to be exploring a singular theme.
Dan Meyer (02:46):
We’re not bouncing around. Yep. We’re not bouncing around from a guest to guest going on whatever shiny thing in the river bed catches our eye. We’re gonna take one theme and see where it goes. What we working with here this season?
Bethany Lockhart Johnson (02:57):
This season, we are going to be exploring the idea of joyful math, joyful math. And Dan, the question I have for you is, is the term joyful math one that you use on the regular?
Dan Meyer (03:10):
No, it definitely is not. I think that joy and math are very rarely, you know, connected in the popular mind. Number one, and number two, you know, I’m kind of an ornery fellow, so that’s not my natural kind of description of math. But we decided that it feels like an important one at the moment, because a lot of math teaching–a lot of teaching in general, math teaching in particular–math teaching is often not a joyful discipline for students, where, you know, I’ve done some research where you look at what people type into Google. And I looked at like, what they…why am I bad at X? And I looked at that for where X is math, where it’s science, where it’s reading, where it’s history. And it was just wild to see how many more hits there are out there on the Internet for “why am I bad at math?” People don’t really associate math with joy, but also we’re looking at joyful math in terms of joyful math teaching. Math teaching, teaching in general, is a tough field at the moment with a lot of teachers leaving teaching. And those who remain are having a lot of soul searching and thinking about, why am I here and how do I sustain this work? And in an environment that seems hostile to my interests or my talents, or work-life balance. And so that’ll be the theme that we’re gonna kind of uncover over the course of our season, talking to various interesting guests, including one today about, yeah, joyful math teaching and joyful math.
Dan Meyer (04:43):
And to help us think about what joyful math teaching looks like, we figured we’d first look at what UN-joyful math teaching looks like. It happens to be the case that we’ve been in a pandemic as you might be aware, and teaching has been challenging. And the NEA, our National Education Association, surveyed its member teachers and asked them the following question … Gave a list of issues that school employees have experienced and asked, for each one indicate how serious of a problem this is for you. This is a survey where more than half of members said they are more likely to leave or retire sooner than planned because of the pandemic. And this is almost double the numbers from July, 2020. It’s really hard to keep track of teacher departures and unfilled vacancies across states. So I don’t wanna like blow this up out of proportion, but it does indicate some real challenges in teaching. So Bethany, I was curious, what do you think like at the top of the list, like what kinds of factors, issues facing educators would you imagine there are?
Bethany Lockhart Johnson (05:48):
So if I’m to understand you correctly, these are reasons someone is not actively experiencing joy in the profession of teaching. Like why would they leave?
Dan Meyer (05:58):
Exactly.
Bethany Lockhart Johnson (05:59):
Well, the number one thing that came to mind for me, well, okay. Wait, wait, one other caveat I need to ask about, you said specifically pandemic-related or just in general, because if it’s pandemic-related, then I think, well, there’s health issues, right? That people are concerned about, but in general, the thing that came to mind was a lack of support from administration districts, lack of funding, and overcrowding in classrooms. Like, you know, I saw somebody had 40 students in their classroom. So those are the two things that I can imagine like top on someone’s list that would make them experience less than a joyful day.
Dan Meyer (06:44):
Yeah. There’s a bunch of you’re kind of identifying here. So number seven on the list is lack of respect from parents and the public, which is like 76% of teachers call that out as serious for them. Others that you kind of circled around in terms of resources go like, not enough planning or unstructured time in the job kind of ties into resources. Yeah. But there’s others that are on the list that I’m curious, you wanna take on the swing at it, given what I’ve said here,
Bethany Lockhart Johnson (07:15):
I feel like too much being asked of them, like being asked to wear too many hats, like they’re being asked to not only teach their class, but also cover all the vacancies and supervise recess and, you know, make a delicious, nutritious lunch. That’s what came to mind. Am am I close?
Dan Meyer (07:33):
Yeah. Number four on the list, unfilled job openings leading to more work for remaining staff. People covering, you know, not just the kind of external to teaching work like you’re describing, but also just taking on like losing your prep period, to take on a class that has been unfilled for all kinds of reasons. Yeah.
Bethany Lockhart Johnson (07:54):
Yeah. I’ve only gotten the fourth. Give me one clue, one clue about …
Dan Meyer (07:59):
So, I mean like, so number one is general stress from the coronavirus pandemic, you know, which I feel like …
Bethany Lockhart Johnson (08:06):
I mentioned that.
Dan Meyer (08:07):
I’ll give you that one. Yep, yep, sure. And then number two, close behind, is feeling burned out, which I think ties into what you’re describing as well. I’m giving Bethany credit on that one. The third one is very different from the ones you’ve been describing. I think I cannot in good faith give you even partial credit for this one. I’ll just say it. Student…
Bethany Lockhart Johnson (08:28):
Wait! Dan, this is not how you give clues.
Dan Meyer (08:31):
Here’s a clue. It’s student absences due to COVID19. It’s really hard to deal student absences. That’s your clue.
Bethany Lockhart Johnson (08:40):
That wasn’t a clue that you told me.
Dan Meyer (08:43):
Yeah, let’s see. I think that’s largely it. There’s also pay is too low, is on the list; student behavioral issues, on the list. And I think that about covers it. So all of that, that basket of items has led to more than half of teachers in this survey, saying that they’re more likely to leave or retire from education sooner than planned. And I don’t know. I think we all know teachers who have bailed.
Bethany Lockhart Johnson (09:08):
I’ve never played a board game with you, Dan, but if we ever play a board game, we’re gonna work on your clue giving, ’cause I want to keep guessing. And you just told me.
Dan Meyer (09:22):
Yeah. Yeah.
Bethany Lockhart Johnson (09:22):
In all seriousness, the <laugh>. In all seriousness, I think yes, the stress of the pandemic and students being absent, what some folks are calling unfinished learning, all of those pieces do play into it. But a lot of those things that you’re mentioning on the list are things that are not unique to the pandemic, right? Like those are things that I feel like there is some modicum of control that we could have over shifting the way the culture of the teaching profession is going so that we could create a more joyful experience for educators, administrators, and students.
Dan Meyer (10:03):
Yeah. Good call out. That’s exactly right. We could tax the people who are not in the classrooms more and increase the pay to classroom teachers. You know, there we go.
Bethany Lockhart Johnson (10:11):
Oh. Bingo. Why didn’t we ask you sooner Dan, for your wisdom.
Dan Meyer (10:15):
Yeah. I’m … solved by Dan. Yeah, good point though. So I read that and yeah, I think that there’s been some … people have critiqued the NEA for being very alarmist about teacher departures as the year has ramped up. It has not been quite the flood of departing teachers as was predicted and thank heavens for that, but we should still be very bummed if teachers are unhappy and wanting to leave and feel like they can’t leave. That is definitely not good. So we were really excited to bring to the table, someone who is just a very joyful teacher and one in a very intentional way. Someone who has a lot of discipline in how she approaches the job and the students in it and tries to create a joyful environment for herself, Kanchan Kant. Kanchan is a math and computer science teacher at Newton North High School in Newton, Massachusetts. She’s been sharing her love for math with her students for the past four years, while also being instrumental in setting the culture and ethos of the math department at her school in her role as the assistant department head. We welcome you on the show Kanchan to help us understand joy and math teaching. Thanks for being here.
Bethany Lockhart Johnson (11:29):
Welcome!
Kanchan Kant (11:30):
Thank you for having me. I really appreciate it.
Bethany Lockhart Johnson (11:33):
One of my friends, her son was asked as his first math homework assignment to write out his math bio. And I loved that idea because we got to hear a little bit about your bio from like a broader perspective. But if we were to ask about your math bio, I will speak for myself to say like, automatically certain images flash into my mind, right? To think about my relationship, my evolving relationship with math. But I’m so curious if I was to ask you, what’s your math bio? How did you become the person, mathematically speaking, that you are today? Would you mind sharing a bit about that?
Kanchan Kant (12:10):
Of course I would love to. So I was born and raised in India and I belong to a family which considers mathematics to be extremely important to succeed in life. My father used to have me add and subtract license plates since I was four years old, when we were out and about. I loved math in school, it just made like complete sense to me. It was logical and you know, it was my favorite subject. I loved it all through high school. I had a confidence speed breaker in undergrad. When in my second semester I almost failed the engineering math course that I took. That was the first time math felt like too much and not like my best friend, which it was supposed to be. So it was a while before I could summon the courage to take on another math course in college.
Kanchan Kant (12:56):
But once I did that, it was like old times. I realized I had to persevere through the challenging bits. And once I did that, it started to make sense again. And through my journey, as an educator speaking to people from various backgrounds and like coming to the United States, I realized that math is challenging for everyone at one time or another. For some people that is elementary school. And for some others, it is college or even later. Either way does not mean that you are not a math person. When I was in college, I felt I was not a math person. Whereas my sister, my very own sister said the same thing about math in middle school. Both of us use math every day. And we are definitely, definitely math people. So for me to be a math person is to persevere, to approach problem-solving in a logical manner, and to find the joy in the process ,as well as the answer.
Dan Meyer (13:47):
That’s wonderful. Yeah. A lot of people, have a moment where they feel like almost betrayed by what they thought was a close friend of theirs, with math, where it’s like, wait, I thought we were tight. You know, I thought we were cool. You and me. And there’s that moment. And I wonder if that’s been a useful moment for you to, you know, bring back now and then as a teacher with students who might feel that even, you know, in high school or in a secondary school as a kid.
Kanchan Kant (14:15):
Absolutely. Like when I talk to students and tell them, yes, I had difficulty in math too. It has not always been easy for men and there are still things I struggle with sometimes, then it’s like more modeling for them that you have to persevere, you should persevere. And once you do that, it makes sense and you can feel successful. So, almost every year I end up sharing the story with my students.
Bethany Lockhart Johnson (14:38):
There’s so much value in that, right? That you are sharing that vulnerability with students. And to say your relationship with mathematics has not been, you know, smooth sailing the whole way through. There were times when you had to work harder than others.
Dan Meyer (14:55):
Yeah. Really fun to hear about you and your father as well. I tried to ask my five-year-old to do some skip counting the other day, like, okay, cool, you’re hot stuff. You can count, you know, up by ones, but what about by twos? And the moment really fell flat. And I watched myself becoming the kind of parent who is whose enthusiasm for math is one day resented by his children. I feel a lot of, yeah, I felt your anxiety Kanchan, with math itself. And now I feel anxiety as like someone who loves math and loves to teach math and may one day alienate the people closest to him. <laugh>
Kanchan Kant (15:31):
I don’t like that future. I have a three-month-old. I do not like this future of mine. If I have to go through what you’re going through. Uh, oh, <laugh>
Dan Meyer (15:38):
You got this. So Kanchan, you’re going back to the classroom coming up here at the time of this recording. It’s a few weeks out. And we’re thinking about like the kind of ways that math teachers sustain a disposition that is joyful. How are you feeling right now, as far as going back to class after this summer? Are you feeling excited, anxious, some combo, tell us about it.
Kanchan Kant (16:01):
I would say combo, but more excited than anxious. I was on maternity leave, as I mentioned, before the school year ended, and I missed the students dearly. Like, my students are what gives me hope in the darkest times. They are thoughtful. They’re empathetic. They’re so eager to learn. And very soon into my teaching career, I realized that if I take the time to get to know my students and make them feel safe and seen in my class, teaching them math would be so much easier and so much more fun. So I’m a little worried about this being like fourth year into the pandemic, but let’s see. Last year I felt the students were finding it difficult to interact with and work with their classmates because they had not been doing it for so long. So I’m hoping this year would go a little better and I’m really looking forward to working with them and building community and see how it goes.
Dan Meyer (16:53):
So if I’m understanding you correctly, you are feeling very well recharged here. You had basically an extended summer with this maternity leave, basically just like a lot of rest and relaxation over the last, like several months. Um, if I get you here. So anyway, I’m glad for that for you. And, yeah. I also hear you on the difficulties of teaching post pandemic or mid pandemic. Anyway, thanks for sharing that.
Bethany Lockhart Johnson (17:19):
What I love is I hear you being so intentional, like thinking about those relationships and thinking about that community that you want to build, you know? How do you hope that you’re gonna cultivate joy in your teaching this year? I mean like, are there certain routines or disciplines that you specifically call forth or that you think other teachers should think about?
Kanchan Kant (17:41):
So at the start of every school year, I dedicate like about three to four weeks to set up the classroom culture, both social and academic. I call my classroom a learning community. We start with community circles, we do icebreaker activities, group building and all those kinds of things. But most importantly, we do a lot of collective problem solving. So I try to present students with problems, which can be solved using multiple strategies and have multiple entry points, basically they are low floor, high ceiling problems. These could be stretch problems that they have seen before, like concepts that they already know or logical puzzles, or just wrapping their heads around different problems. Then I have students share their strategies. The more strategies they have on the board, the more successful I think the problem was. Every year, inevitably, students come up with strategies that I’ve never ever seen before for the same problems that I do.
Kanchan Kant (18:35):
And so I have students come up to the board, they would share their strategies. If they’re not ready for that, they would walk me through their strategies. And I would write their name on the board with different colored markers and everything. Basically to give them choice and agency. It also shows them that the process of doing the problem is so much more important than just getting the right answer and that it is okay to make mistakes in our learning community. I use a lot of vertical whiteboards, some concepts and problems align so well with the vertical surfaces, especially when students can explore together, learn from each other. So I do a lot of that. As for routines, I would say consistency is the key. I consistently reinforce that I want to hear multiple strategies, that it is okay to make mistakes. I am willing to learn from you as much as you’re willing to learn from me. So all like that consistency in culture more than the routines, is I feel important to bring that joy.
Dan Meyer (19:29):
That’s super interesting. Thanks for that. So I’ve heard, I hear two common objections or two common concerns to using rich tasks or doing problem solving. And I think I heard like answers to those two common reservations within what you described there, but I wonder if we can kind of bring it to the surface. And so one of the reservations is around the time that those problems take and another is that teachers often feel like, well, I might be surprised, you know, I might not know what to do with what a student does. And I thought I was hearing like some very interesting answers to both of those kinds of reservations from you, but would you just surface those up if you have some.
Kanchan Kant (20:09):
So in terms of time, I feel if I spend the time at the beginning of the year, setting up that community and doing those problems, it makes learning the math and learning the concepts much more faster throughout the rest of the year. And even when I am trying, like, even throughout the year, if we are doing a warm up problem, as I call it, which has multiple strategies, that’s gonna clarify so many more concepts when we talk about those five, 10 strategies of doing the same problem, then going through multiple problems to clarify those concepts. So for me, it actually saves time instead of taking more time.
Dan Meyer (20:43):
Hmm. That’s super interesting. It’s an investment I’m hearing from you that, yeah, you might not be hitting the curriculum quite as hard early on, but that all of a sudden you’re in the spring and it’s like, oh wow, we’ve been moving so much faster through territory that has been more challenging. What would you say to you know, comfort concerned educators or to address the concern that I don’t know what I’ll do with these five, 10 different strategies. You say, I always see strategies that I’ve never anticipated. Like, it’s a good thing, you know, like you’re happy about that. I think that’s a very intimidating thing for lots of educators. What would you say to that?
Kanchan Kant (21:19):
I think like, for me, it’s a good kind of discomfort. That means like a student is teaching me something, which is actually doing two things. One modeling for them that I’m willing to learn and that I don’t know everything. And two, also telling them that they’re mathematicians. They know what they’re doing. They’re not just receivers of math, they’re actually creating it. So for me, that is very, very important.
Bethany Lockhart Johnson (21:43):
I love that so much. When you think about your students and you’re about to start this new school year, how do you hope your students will experience math in your classroom?
Kanchan Kant (21:53):
So I hope my students can see the beauty and joy of math. They can see that math is a way to see the world and not as something we have to do to get through school. So my hope for my classroom is that we can learn to problem-solve and persevere through problems and learn from each other and not just get through the curriculum. Because like, I think math is a wonderful way to learn these skills, which are so important when you get out of high school. Most importantly, I just wanna make sure that my students see themselves as mathematicians. And like one of the things that like I have to share with you that, because one of my highlights for the year has to be the Desmos art project. I do it every year for the past three years, I think since I’ve started teaching sophomores. And I do it as a unit assessment for functions and my students design something that is meaningful to them, using all the different kinds of functions and colors and shading and everything that you can think of in Desmos.
Kanchan Kant (22:49):
Thank you so much for that though. It is such a cool way for me to see them do that. Like I have seen such amazing creations. One of my students once made a scaled working model of a solar system wherein the planets were rotating at relative speed. The Saturn had rings and they were like asteroids and everything. And then it was beautifully done. Then there was another one who did a very, very detailed whale scenery, her reasoning. I wanna be a Marine biologist and I wanna study whales. So this is what is meaningful to me. So like that one project is just a culmination of everything that I want students to see in math and in my classroom. And like I do more of those kinds of things, but that is one thing that it’s one of the highlights of my year.
Dan Meyer (23:32):
That’s awesome. I love hearing that. Yeah. Shout out to the team at Desmos Studio for building and continuing to develop a tool list that so good for art and animation, even, in addition to some mathematics with a more computational kind. Yeah, that’s really exciting. What’s interesting to me is that you teach high school, and I think that like students at that age have a very well-defined sense of what math is and who they are as mathematicians. And then along you come, you know, and like offer this really interesting disruption, you know, in their sophomore year of high school that like, oh, this can be totally different, this relationship who I am. And that’s just really exciting. I imagine it’s a very surprising year. I would imagine that first month, I would imagine is a very surprising month for a lot of your sophomores.
Kanchan Kant (24:20):
Yeah, it is. I mean, that’s why I take that time to build that community because then that sets the tone and the relationship that we’re gonna have for the rest of the year. Students get to know how to work with each other. They get to know each other, that whole piece is like super important because of that.
Dan Meyer (24:35):
Yeah. That’s awesome. So here’s the thing, like we’re exploring these ideas about joyful math teaching and what it will take to cultivate restore, reclaim joy in math, teaching this next year. And you’ve offered us these really interesting ideas some, some very, you know, philosophical and some technical about how you spend time in ways that lead to joy in the spring for you and your students. Love that. We don’t want to as hosts, as researchers, investigators of this joyful math teaching idea, we don’t wanna say it’s all up to teachers to change their mindset, to do different technical practices, and that will lead to joy. We also wanna be really attentive to the environment that surrounds you, the people who are around to support you, the policy makers, the social structures that influence your joy in very significant ways. So what we would love to know from you is, how are you supported by the greater educational community in keeping your joy in your work? I’m thinking, especially about administrators, you know, front office, staff, parents, even, can you name a few ways for those sorts of people who listen to this podcast, how they can cultivate a math teacher’s joy this coming year?
Kanchan Kant (25:54):
I would say trust. I think more than anything, educators want administrators, parents, the greater educational community, to trust them to be professionals and experts in what they do. That does not mean that we don’t want to learn, that we don’t want feedback, that we don’t wanna get better. It just means that we keep the wellbeing of our students as our top priority. And we would like to be trusted to do just that. Also just keeping in mind that whether we like it or not, we are still adjusting to the new normal while recovering from the worst of the pandemic times. A lot of us are recovering from trauma, a lot of our students are recovering from trauma, and we need time and space for our social and emotional wellbeing.
Dan Meyer (26:35):
Yeah. I’m really curious, Kanchan, you’ve done a lot of work in your area with your grading team and in thinking about equitable and biased resistant instruction. I’m curious how you see those efforts lining up with creating joyful math learning conditions for all students, not just students from a dominant culture of math doing, let’s say.
Kanchan Kant (26:55):
For me, creating an equitable environment in a classroom is most important because once you have that, that’s when you have the relationships, that’s when you have the culture, that’s when all students actually thrive. So to that end, our school and our department has been doing a lot of work around grading practices. We actually assess how we grade students, where the bias is, what we can do to make them more bias resistant. Should we move to mastery based grading? Like that’s something I’ve been experimenting with for the past two years. Through the pandemic, I started doing mastery based grading so that my students can get more opportunities to show that they have learned the content. And so like just little things which help bridge the opportunity gap. I would say another project that our school undertakes is called the calculus project wherein we have students in Black, Latinx, and low income families sign up for that and are recommended for that. And then we do summer classes and yearlong support to preview the material for next year, not as a remedial class, but to actually set students up for success in AP classes for the coming year. So we have the community buildup. We have the courses we have like math support. It’s a very beautiful thing actually. And I’ve been working with that program for four years now. So yeah, so those are my ways of creating more equity in our school.
Bethany Lockhart Johnson (28:19):
That’s so beautiful and I deeply, deeply wish you had been my high school math teacher. And I have to say that the theme that I kind of keep hearing is this intentionality. How you are so intentional about your work, not just with what your students are learning, but how they’re learning it, how they are engaging with this subject and how they are building their own relationship. You talked a little bit about your relationship over the years with mathematics, but how are your students building that relationship? And so I’m just very appreciative of you sharing that with us and with our listeners. And we are so excited to have learned a little bit about, like, I feel like I got a little mini peek into your classroom.
Kanchan Kant (29:03):
Thank you.
Bethany Lockhart Johnson (29:04):
And can I say that if you are listening to this prior to October at NCTM Los Angeles, you will get to hear Kanchan Kant speak at Shadow Con. Can I give that away, Dan? Is that, is that …
Dan Meyer (29:23):
You can drop that. Yeah, It’s pretty top secret.
Bethany Lockhart Johnson (29:26):
Can I drop it?
Dan Meyer (29:27):
Yeah. Do it. Yeah.
Bethany Lockhart Johnson (29:28):
Dan and I will be in the audience cheering you on. It’s been a joy to learn with and from you, and we are so excited to just, you know, kind of keep marinating on some of these ideas about how we can continue to be intentional about creating joyful math spaces for our students. Thank you so much for joining us today.
Kanchan Kant (29:49):
Thank you so much. It was a real pleasure.
Dan Meyer (29:57):
So Bethany, I loved hearing Kanchan talk about both her, just her joyful personality, but how she cultivates joy through craft and technique through, you know, through the various ways she interacts with students in intentional ways, that those make the job more joyful for her. And I thought it was really interesting to hear her talk about how autonomy is the thing that she needs most in her job environment to feel like she can be joyful in her work. In that context, I saw … something on Twitter popped up for me in my, you know, my many Twitter wanderings. This is a segment we might call, Dan finds something on Twitter and shares it with Bethany. Which we’ll tighten that up a little bit, but I’m sending this over to you right now, and I’d love to know as you check this out, what you’re seeing and what you’re thinking and we’ll chat about how it relates to our interview here in a moment.
Bethany Lockhart Johnson (30:47):
All right. I’m ready, send it over. It’s opening. So this appears to be a document by the way, outlining, maybe it’s a district, maybe it’s administration, they’re outlining expectation type and expectation guidelines. Hmm. Okay. And these are lesson plan expectations. Expectation type. Timeliness. Plans are due no later than 6 p.m.. Friday prior to the week of instruction. Comprehensive, all activities for the week for all subjects taught should be included and complete by due date and time. Plans should have at minimum, the following, see template for detail. Okay. So then it goes through the things that the plans need to have, the topic title, target, the objective, the activities, the sequence, the display agendas to be displayed backward design. Okay. So basically <laugh>, we were just talking about, overwhelm. And when I see this document, listeners, have you ever received something from your administrator or anyone, let’s take it more broadly, that is requesting something of you that would take so much time to complete and be so out of touch with your lived reality that it really genuinely sucks the joy out of the experience.
Bethany Lockhart Johnson (32:25):
So the first thing that I see that this document, and again, the goal of whichever district’s plan this is, is that these expectations will lead–now, mind you, I am a fan of like, you know, looking ahead, I’m not a like, oh, hey, what am I gonna teach in five minutes? No, but the idea that then it lays out all of the things in such detail that you’re gonna be teaching feels like one of those pacing guides where, oh, move on to the next page, whether or not your students have any sort of sense making whatsoever. So my first thought is, oh, sad. I have to stay here. I’ll be there past 6 p.m. But I’m gonna be there trying to make the plans for the next week based on what I think my students have learned. Hmm it’s sounds like a little bit of a bummer. Dan, what did you think when you saw this and did I do a fair description of what it is?
Dan Meyer (33:25):
No, it’s, it’s a tough one to describe, ’cause it’s basically a wall of text and commands from an administrator who like, I just have to imagine has just like acres and acres of teachers trying to beat down their door to teach at this school, if this is how you’re gonna treat your teachers. I mean just, yeah. The idea of having a week… I’m with you, you don’t wanna just like, just jump in by the seat of your pants, but the idea of having a full week of lessons for every section you teach, every prep you teach, planned and submitted with every minute, basically morseled out to different goals. It says down here, you gotta like, for all of these, download a CSV of grades and whatnot and attach those. It’s the sort of thing, like you said, there are some edicts that you get from administration where you just have to laugh or just like, you have definitely missed like what I am willing to do here. It’s so far beyond. Yeah. I can’t imagine it. And it just felt like, yeah, it was a great way to get teachers like Kanchan to feel like a real lack of autonomy. Like it’s this would not work. I don’t think.
Bethany Lockhart Johnson (34:33):
And it’s not even like willing to do. Like, let’s say you’re even willing to produce it. Let’s say that me, the rule follower is like, okay. I’m gonna attempt to meet these demands. One, most teachers were just, you know, they probably would put baloney down there anyway. Not saying that I would, but I’m saying like, it’s clearly just a hoop that they’re having to jump through and two…
Dan Meyer (35:04):
Yeah. Compliance, right?
Bethany Lockhart Johnson (35:05):
Yeah. Compliance, compliance. There you go. And two, yeah, it feels like it’s about control and not trusting the teacher. And I love that. Kanchan said that trust is what she needs. Right? You’re hiring me. Yes. I still have lots to learn, but you’re trusting me and you’re creating an environment where I can continue to learn from and with my students. And if I was being asked to submit this tome every Friday before six, that is predicting, what does it say, anticipating the steps necessary for student mastery? You know, I kind of feel like maybe it’s like that one or two teachers where maybe they feel like, oh, I don’t trust that teacher or that teacher isn’t doing a good job, whatever. We better do this for all of the teachers, but then it’s not gonna change the practices of that one teacher and all the other teachers are gonna be resentful.
Dan Meyer (36:00):
Like if there was like feedback that came back to you on, you know, on lesson plans or there was some like something that was very constructive or productive, like maybe that would be different, but it really just feels like these are gonna go into a digital drawer somewhere and not be looked at, at all.
Bethany Lockhart Johnson (36:15):
Yes. The digital drawer. Like I’m gonna send you this report and then nothing is going to happen with it. Except that four hours of my time. Well, you wouldn’t do it, but <laugh>…
Dan Meyer (36:29):
You’ve worn me down. You’ve worn me down. I’m now putty in your hands and more compliant for the next thing. And I also just wanna shout out the administrator today, who I emailed asking about like a teacher participating in a project and this administrator said, I have a standing policy not to email teachers over summer break, which you know, as administrators out there doing just the good work, you know, trusting teachers, watching out for them, trying to be a force multiplier for teachers, making the road wider, the way easier for teachers. So shout out to y’all doing the out there. Really appreciate that.
Bethany Lockhart Johnson (37:04):
Okay. Wait, wait. About that email thing, quick question. Did you ever check your email over the summer?
Dan Meyer (37:11):
Uh, yeah. That’s one way in which I was the, you know, I just love email, you know? Oh. Someone wanted to reach out. Oh, oh, Banana Republic wants to tell me about new clothes that are on offer. <laugh> I mean like, it’s just, I love those personal emails. So yeah, I did check my email over the summer.
Bethany Lockhart Johnson (37:26):
Somebody emailed me recently and they emailed me at like two in the morning. And because I currently have a toddler, I received the email at four in the morning because you know, the best thing to help myself fall back asleep is to hop on my phone, right? Like I’m already up trying to get my toddler back to sleep. I might as well start scrolling. Anyway, so the person had this little thing at the bottom of their email and it said, I have, something to the effect of, I have really like wonky work hours. I may be sending this outside of the like more standard nine to five. But please don’t feel pressure in any way to respond outside of your time. Would you appreciate that, seeing that or does it make you feel like you should respond? ‘Cause I almost responded at four in the morning, and maybe that says something about …
Dan Meyer (38:15):
They’re telling you not to respond.
Bethany Lockhart Johnson (38:16):
I know it was helpful.
Dan Meyer (38:18):
It says don’t, but you’re like, what if they’re saying that because they really expect me to respond and this is one of many ways that you and I are different. I’m always happy to see that.
Bethany Lockhart Johnson (38:29):
Do you respond? I’ve texted you in the evening because you know I have some wonky hours. Do you respond to things, like where’s your boundary there? Or when you were in the classroom, where was your boundary there? Did parents have your phone number?
Dan Meyer (38:43):
No. I gave kids my cell phone number for a couple years and it was a wobbly experiment. But parents will email, you know, back and forth with you. And I think the best thing to like … I love just like adding some friction, some latency into the kind of the chain, you know, like I hate going like back and forth, like da, da, da, da, and then like respond and then da, da da respond. And it just like goes back and forth. So just like just sitting back for an hour or two hours, you know, not responding, just let someone cool down, calm down. Email just gets you more email. That’s like if you send an email, you are just making it more likely to get more email. It’s a, you know, it’s a problem.
Bethany Lockhart Johnson (39:20):
Are you one of the zero people?
Dan Meyer (39:23):
My inbox is at zero. Most days before work.
Bethany Lockhart Johnson (39:26):
You’re joking!
Dan Meyer (39:28):
I end work every day with inbox, at zero.
Bethany Lockhart Johnson (39:31):
You’re joking!
Dan Meyer (39:32):
That’s just, you know.
Bethany Lockhart Johnson (39:33):
Who are you?
Dan Meyer (39:34):
You know, you should take my life coaching, Bethany. I’ll give you a discount since we’re math teacher, lunch pals. But, um yeah. I can help.
Bethany Lockhart Johnson (39:44):
Thank you for qualifying where our pal-dom lives. I wouldn’t even tell you how many are in my inbox. Point is, if you are actively starting the school year, we celebrate you and we are here and over the next few months, we’re gonna be diving into joyful math and that definition’s gonna keep evolving. But I wanna say something that is making me feel a little joyful, Dan. You ready?
Dan Meyer (40:15):
Tell me.
Bethany Lockhart Johnson (40:16):
You and I, in person, at NCTM, the National Council for Teachers and Mathematics. It’s coming up and we are going to be recording Math Teacher Lounge, live. Live, in person! And I hear there’s gonna be like a t-shirt cannon and there’s gonna be, you know, like musicians marching through the aisles or something.
Dan Meyer (40:46):
A marching band?
Bethany Lockhart Johnson (40:46):
A marching band!
Dan Meyer (40:46):
Trained animals. Yeah.
Bethany Lockhart Johnson (40:48):
But the point is, I’m so excited, Dan. And you know, when I see you, I might just, it’s been so long since I’ve seen you, Dan. I’d love to give you a big old embrace.
Dan Meyer (41:04):
You might just, you might just cry. Yeah. Yeah. It’ll be great. Yeah. It’s gonna be awesome for you folks to see me and Bethany have a real awkward first hug since the pandemic. And, uh, but it’s gonna be a blast to hang with us in person. We’ll have some special guests, probably, some interesting segments. You folks should stop on by at NCTM, if you’re gonna be there. Highly recommended.
Bethany Lockhart Johnson (41:29):
Now, we will be broadcasting that episode. You’re gonna get to hear … we’re gonna record it live. It’s gonna happen. In the meantime, you can find us at MTLshow on Twitter, or you can find us in our Facebook group, Math Teacher Lounge. We can’t wait to hear from you. And we’d love to hear what makes math joyful for you? Where can we add a little bit more joy to you this, this season? So thrilled to be back. Thanks for listening.
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.
Meet the guest
As a math and computer science teacher at Newton North High School, Newton, MA, Kanchan has been sharing her love for math with her students for the past four years. Kanchan is instrumental in setting the culture and ethos of the mathematics department at her school in her role as the Assistant Department Head. Kanchan also leads the Math Department Grading Team and has been instrumental in making grading policies which are more equitable and bias resistant. In her new role as a Transformative Leaders of Massachusetts Fellow in collaboration with Springpoint and Barr Foundation, Kanchan looks forward to making equity and joy of learning the foundation of many more classrooms.


About Math Teacher Lounge: The podcast
Math Teacher Lounge is a biweekly podcast created specifically for K–12 math educators. In each episode co-hosts Bethany Lockhart Johnson (@lockhartedu) and Dan Meyer (@ddmeyer) chat with guests, taking a deep dive into the math and educational topics you care about.
Join the Math Teacher Lounge Facebook group to continue the conversation, view exclusive content, interact with fellow educators, participate in giveaways, and more!
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Customer Privacy Policy
Last Modified: January 23, 2026 | Update History
Most recent update: This Privacy Policy has been updated to address additional rights for individuals in the European Union/UK.
We advise you to read this Privacy Policy in its entirety, including the jurisdiction-specific provisions in the appendix. Click here to review Our U.S. Notice At Collection.
Customer Privacy Policy: K–12 Schools
Who We Are
Amplify Education, Inc. (“Amplify”) is leading the way in next-generation curriculum and assessment. Amplify’s programs provide teachers with powerful tools that help them understand and respond to the needs of each student and use data in a way that is safe, secure, and effective.
Our Products and Services
Amplify’s products support classroom instruction and learning and include Amplify CKLA, Amplify ELA, Amplify Caminos, Amplify Science, Amplify Desmos Math, Boost Reading, Boost Math, mCLASS, Mathigon, associated professional development and tutoring services, and services at classroom.amplify.com (for creating and assigning activities) and student.amplify.com (for use of the activities or curricula as directed by an instructor), and any other product or service that links to this Privacy Policy (together, the “Products”).
Our Approach to Student Data Privacy
In the course of providing the Products to Schools and their Authorized School Users, Amplify collects, receives, generates, or has access to Student Data (defined below). We consider Student Data to be confidential and we collect and use Student Data solely for educational purposes in connection with providing our Products to, or on behalf of the School as described in this Privacy Policy and our Agreements (defined below). We work to maintain the security and confidentiality of Student Data that we collect or store, and we enable Schools to control the use, access, sharing, and retention of Student Data.
Our Products are geared towards K–12 students (“Students”), and the educators, agents and staff members who use the Products as authorized by their School (“Educators”). Information that directly relates to an identifiable Student (“Student Data”) is owned and controlled by the School, and Amplify receives Student Data as a “school official” under Section 99.31 of the Family Educational Rights and Privacy Act of 1974 (“FERPA”) for the purpose of providing the Products hereunder. In addition, we rely on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of Students under the age of 13 (“Child Users”) in accordance with the Children’s Online Privacy Protection Act (“COPPA”).
Our collection and use of Student Data is governed by our Agreements with Schools, including this Privacy Policy (“Privacy Policy”), and applicable laws which may include FERPA, COPPA, the Protection of Pupil Rights Amendment (“PPRA”), as well as other applicable federal, state, and local privacy laws and regulations (“Applicable Laws”). As noted above, with respect to FERPA, Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing its Products, and such Student Data is owned and controlled by the School.
Schools may provide authorization in two ways:
- by the School agreeing to our Customer Terms and Conditions located at amplify.com/customer-terms or another written agreement between Amplify and the School, as applicable; or
- by an Educator agreeing to the Acceptable Use Policy located at amplify.com/acceptable-use-policy/ (“AUP”) on behalf of the School as outlined in the AUP.
In each case, we collect Student Data and provide these Products solely for the use and benefit of the School and for no other commercial purpose. We require all Schools to review this Privacy Policy, available at amplify.com/customer-privacy, and to make a copy of the Privacy Policy available to the parents or guardians of Child Users.
We also provide limited opportunities for individual users to sign up for an account for use of our Products at-home or otherwise outside of the authorization of a School (“Home Users”). See the Appendix–Supplemental Disclosures for additional information that applies to our Home Users.
What This Privacy Policy Covers
This Customer Privacy Policy (“Privacy Policy”) describes how Amplify collects, uses, and discloses personal information through the provision of Products.
For purposes of this Privacy Policy, “you” and “your” means Authorized Users (defined below).
This Privacy Policy does not apply to Amplify’s handling of:
- information collected from users of Amplify’s company website, which is governed by our Website Privacy Policy.
- job applicant data that we process in accordance with our applicant privacy notice.
There may be different contractual terms or privacy policies in place with some Schools. Such other terms or policies supersede this Privacy Policy for information collected or released under those terms. If you have any questions as to which legal agreement or privacy policy controls the collection and use of your personal information, please contact us using the information provided below. Unless expressly superseded, this Privacy Policy is incorporated into and is subject to the Agreement that governs your use of the Products.
Our Role
Amplify as a processor/service provider: Our School customers are the controllers of Student Data (as well as certain other Educator personal information to the extent required by law or Amplify’s agreement with the School) (together “School Data”).
Amplify acts as a processor/service provider for our School customers with respect to School Data, which means when we use School Data, we do so solely on the instruction of the School. School Data is subject to the School’s privacy policies; therefore, you will need to contact the School directly if you have any questions or would like to exercise your rights with respect to School Data.
Amplify as a controller: We are the controller of all other personal information we collect from non-Student Authorized Users (“Amplify Data”) and can be reached by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
Policy
1. Definitions
Capitalized terms not defined in this section or elsewhere in this Privacy Policy will have the meaning set forth by Applicable Laws.
“Agreement” means the underlying contractual agreement between Amplify and the School.
“Authorized Users” means all users of our Products, including Authorized School Users, parents and legal guardians, and Home Users.
“Authorized School Users” means Students and Educators.
“Local Education Authority” means a local education agency or authority, school district, school network, independent school, or other regional education system.
“Non-Student Data” means information that is linked or linkable to Authorized Users who are not Students.
“School” means the Local Education Authority or State Agency.
“State Agency” means the educational agency primarily responsible for the supervision of public elementary and secondary schools in any of the 50 states, the Commonwealth of Puerto Rico, the District of Columbia, or other territories and possessions of the United States, as well as a national or regional ministry or department of education in other countries, as applicable.
2. What personal information do we collect?
When you access or use our Products, you may choose to provide us with personal information, including Student Data. This information may be provided to us directly (e.g. when an account is created or through communications with us) or through your interactions with our Products.
Student Data. Below is a list of the categories of Student Data that may be collected by Amplify or its Products, either directly or through the Authorized School User’s use of the various features and configurations of the Products:
- Identifier and Enrollment Data, such as name, email, school / state ID number, username and password, grade level, homeroom, courses, teacher names.
- Why? Most of Amplify’s Products require some basic information about who is in a classroom and who teaches the class—Student or teacher Identifier and Enrollment data. This information is provided to Amplify by the School, either directly from the School’s student information system or via a third party with whom the School contracts to provide that information.
- Demographic Data, such as date of birth, socioeconomic status, race, national origin, and preferred or primary language.
- Why? To support school instructional and reporting requirements, Amplify’s Products allow Schools to view reports and analyze data using Demographic Data. Generally, Demographic Data is provided on a voluntary basis by the School. For example, a School may wish to analyze Student literacy assessment results based on English Language Learner status to better tailor classroom instruction, and in that case, the School may provide Demographic Data to enable that reporting.
- School Records, such as grades, attendance, assessment results, and whether an Individualized Education Plan (IEP or local equivalent) is in place.
- Why? Some of our Products support grading assignments and administering formative, diagnostic, and curriculum-based assessments. Teachers use that information to support Students’ progress in the program or help with instructional decisions. We do not collect specific details from an IEP, nor do we collect protected health information or other sensitive information.
- Schoolwork and Student Generated Content, which includes any information contained in Student assignments and assessments, including information in response to instructional activities and participation in collaborative or interactive features of our Products, such as Student responses to academic questions and Student-written essays, as well as images, video, and audio recordings.
- Why? As part of the digital learning experience, some of our Products may enable Students to write text and create and upload images, video, and audio recordings. For example, in Amplify ELA, students may write essays or submit short-form responses in our platform as part of a lesson on literature. As another example, in Boost Reading, student interactions with reading skills games are recorded to keep track of the student’s progress to level up in the program and to provide visibility to teachers on how students are mastering the skills.
- Teacher Comments and Feedback, such as scores, written comments, or other feedback that Educators may provide about Student responses or student course performance.
- Why? To enable teachers to track the performance and provide feedback to their students.
- Non-Student Data. We may collect the following types of personal information from all other Authorized Users:
- Contact Information, such as name and email address, as well as grade level taught, school name and school location, whether you are an Educator or Home User that creates an account or uses our Products or communicates with us.
- Account Information, such as user login and password, for account creation and access purposes.
- Survey Responses, which you provide in response to surveys or questionnaires.
- Device and Usage Data. Depending on the Product, we may collect certain information about the device used to connect to our Product, such as device type and model, browser configurations, and persistent identifiers, such as IP addresses and unique device identifiers. We may collect device diagnostic information, such as battery level, usage logs, and error logs, as well as usage, viewing, and technical information (e.g., email open rates), such as the number of requests a device makes, to ensure proper system capacity for all Authorized Users. We may collect IP addresses and use that information to approximate device location to support operation of the Product. To the extent that we collect this information, this data is solely used to support operation of the Product and is not linked to Student Data. For purposes of clarity, Amplify does not use Student Data for marketing or advertising purposes (see section 6 of this Privacy Policy for more information about our commitments regarding Student Data).
- Why? We use this information to remember returning users and facilitate ease of login, to customize the function and appearance of the Products, and to improve the learning experience. This information also helps us track product usage for various purposes, including website optimization, to ensure proper system capacity, troubleshoot and fix errors, provide technical assistance and customer support, provide and monitor the effectiveness of our Products, monitor and address security concerns, and compile analytics for product improvement and other internal purposes.
- How? Cookies and Similar Technologies. We collect device and usage data through “cookies,” Web beacons, HTML5 local storage, and other similar technologies, which are used in some of our Products solely to support operation of the Products as described above. While we may use third party cookies and similar technologies for advertising and marketing purposes on our website (in accordance with our Website Privacy Policy), we do not permit such tracking technologies to be present on Student-facing portions of the Products. In particular, we only use the following types of cookies in our Products:
- Strictly necessary cookies – These are cookies that are required for the operation of our websites and applications that host our Products. They include, for example, cookies that enable you to log into secure areas of our Products. These cookies are not generally stored beyond the browser session and are less likely to include personal information. This category of cookies cannot be disabled.
- Functionality Cookies – We use these cookies so that we recognize you on the websites and apps that host our Products and remember your previously selected preferences. These cookies are stored on your device between browsing sessions but expire after a pre-defined period. These cookies enable us to “recognize” you when you use our Products, including your preferences such as your preferred language, time, and location. A mix of first party (placed by us) and third-party cookies (placed by third parties) are used.
- Performance Cookies – These cookies help us and service providers acting on our behalf compile statistics and analytics about users of our Products that are accessed via websites and apps, including Device and Usage Information.
- Learn how to opt out of cookies and similar technologies by reading the “What Rights and Choices Do You Have?” section of this Privacy Policy below.
3. How do we use personal information?
Student Data. Amplify uses Student Data for educational purposes, to provide the Products, and to ensure secure and effective operation of our Products, including:
- to provide and improve our educational Products;
- to support School and Authorized School Users’ activities;
- to ensure secure and effective operation of our Products;
- for purposes requested or authorized by the School or Authorized School User or as otherwise permitted by Applicable Laws;
- for customer support purposes, to respond to the inquiries and fulfill the requests of the School and their Authorized School Users;
- to enforce Product access and security controls; and
- to conduct system audits and improve protections against the misuse of our Products, or to detect and prevent fraud and other harmful activities.
- to enable the adaptive and personalized learning features of the Products.
Non-Student Data. Amplify may use Non-Student Data for the purposes for which Student Data is used as set forth above. In addition, Amplify may use Non-Student Data to provide customized content, advertising and marketing in limited circumstances (e.g. to periodically send newsletters and other promotional materials) directed to Educators and Home Users. For sake of clarity, we do not use Student Data for marketing purposes and we do not direct marketing to Students. Amplify may also use Non-Student Data for internal research and analytics, including generating insights on the use of our Products by Educators in certain Schools so that we can better serve those communities. We will also use Non-Student Data as otherwise required or permitted by law, or as we may notify you at the time of collection. Learn how to opt out of these communications by reading the “What Rights and Choices Do You Have?” section of this Privacy Policy below.
Amplify may use aggregate or de-identified data as described in the Aggregate/De-identified Data section below.
4. To whom do we disclose personal information?
Student Data. We disclose Student Data to third parties only as needed to provide the Products under the Agreement, as directed or permitted by the School or Authorized School User, and as required by law. Such disclosures may include but are not limited to the following:
- to other Authorized School Users of the School entitled to access such data in connection with the Products;
- to our service providers, subprocessors, or vendors who have a legitimate need to access such data in order to assist us in providing or supporting our Products, such as platform, infrastructure, and application software. We contractually bind such parties to protect Student Data in a manner consistent with those practices set forth in this Privacy Policy and in accordance with Applicable Laws. A list of Amplify subprocessors is available at https://www.amplify.com/subprocessors;
- to comply with the law, respond to requests in legal or government enforcement proceedings (such as complying with a subpoena), protect our rights in a legal dispute, or seek assistance of law enforcement in the event of a threat to our rights, security, or property or that of our affiliates, customers, Authorized Users, or others;
- in the event Amplify or all or part of its assets are acquired or transferred to another party, including in connection with any bankruptcy or similar proceedings, provided that successor entity will be required to comply with the privacy protections in this Privacy Policy with respect to information collected under this Privacy Policy, or we will provide the School with notice and an opportunity to opt out of the transfer of such data prior to the transfer; and
- except as restricted by Applicable Laws or contracts with the School, we may also share Student Data with Amplify’s affiliated education companies, provided that such disclosure is solely for the purposes of providing Products and at all times is subject to this Policy.
Non-Student Data. Amplify discloses Non-Student Data for the purposes for which Student Data is used as set forth above. Amplify may also disclose Non-Student Data as otherwise required or permitted, or as disclosed at the time of collection. Please note that we do not share mobile information or opt-in consent with third parties / affiliates for their own marketing or promotional purposes.
5. Aggregate/De-identified data
Amplify may use de-identified or aggregate data for purposes allowed under FERPA and other Applicable Laws, to research, develop, and improve educational sites, services, and applications and to demonstrate the effectiveness of the Amplify Products. Amplify will not attempt to re-identify de-identified data. We may use aggregate information (which is information that has been collected in summary form such that the data cannot be associated with any individual) for analytics and reports. For example, our promotional materials may note the total number of students served by our programs in the prior year, but that information cannot be used to identify any one student. We may also share de-identified or aggregate data with research partners to help us analyze the information for product improvement and development purposes.
Records and information are de-identified when all personal information has been removed or obscured, such that the remaining information does not reasonably identify a specific individual. We de-identify Student Data in compliance with Applicable Laws and in accordance with the guidelines of NIST SP 800-122. Amplify has implemented internal procedures and controls to protect against the re-identification of de-identified Student Data. Amplify does not disclose de-identified data to its research partners unless that party has agreed in writing not to attempt to re-identify such data.
6. Data prohibitions, Advertising, Advertising limitations
Amplify will not:
- sell Student Data to third parties;
- use or disclose Student Data to inform, influence, or enable targeted advertising to a Student based on Student Data or information or data inferred over time from the Student’s usage of the Products;
- use Student Data to develop a profile of a Student for any purpose other than providing the Products to a School or Authorized School User, or as authorized by a parent or legal guardian;
- use Student Data for any commercial purpose other than to provide the Products to the School or Authorized School User, or as permitted by Applicable Laws.
7. External third-party services
This Privacy Policy applies solely to Amplify’s Products and practices. Schools and other Authorized Users may choose to connect or use our Products in conjunction with third-party services and Products. Additionally, our sites and Products may contain links to third-party websites or services . This Privacy Policy does not address, and Amplify is not responsible for, the privacy, information, or other practices of such third parties. Schools should carefully consider which third-party applications to include among the Products and services they provide to Students and vet the privacy and data security standards of those providers.
Authorized Users may be able to log in to our Products using third-party sign-in services such as Clever, ClassLink or Google. These services authenticate your identity and provide you with the option to share certain personal information with us, including your name and email address, to pre-populate our account sign-up form. If you choose to enable a third party to share your third-party account credentials with Amplify, we may obtain personal information via that mechanism. You may configure your accounts on these third-party platform services to control what information they share.
8. Security
Amplify maintains a comprehensive information security program and uses industry standard administrative, technical, operational, and physical measures to safeguard Student Data in its possession against loss, theft and unauthorized use, disclosure, or modification. Amplify performs periodic risk assessments of its information security program and prioritizes the remediation of identified security vulnerabilities. Please see https://amplify.com/security for a detailed description of Amplify’s security program.
In the event Amplify discovers or is notified that Student Data within our possession or control was disclosed to, or acquired by, an unauthorized party, we will investigate the incident, take steps to mitigate the potential impact, and notify the School in accordance with Applicable Laws.
Non-Student Data
Outside of Student Data, Amplify uses commercially reasonable administrative, technical, personnel, and physical measures to safeguard personal information in its possession against loss, theft, and unauthorized use, disclosure or modification.
9. Data Storage and Transfers
We are a United States Company, and our servers are hosted, managed, and controlled by us in the United States. If you are outside of the United States, we use industry standards to protect your data when it leaves your country of residence and your data will always be protected in accordance with this Privacy Policy, Applicable Laws and our Agreement regardless of the storage location.
Additionally, where we transfer your personal information to service providers outside of the United Kingdom (UK), European Economic Area (EEA), or other region that offers similar protections, we use specific appropriate safeguards to contractually obligate such service providers to protect personal information in accordance with Amplify’s commitment to privacy and security and applicable data protection laws.
If you have questions or wish to obtain more information about the international transfer of your personal information or the implemented safeguards, please contact us using the contact information below.
10. Data Retention / Deletion
Student Data
Upon request, we provide the School the opportunity to review and delete the personal information collected from Students. We will retain Student Data for the period necessary to fulfill the purposes outlined in this Privacy Policy and our Agreement with the School. We do not knowingly retain Student Data beyond the time period required to support the School or Authorized School User’s educational purpose, unless authorized by the School or Authorized School User. Upon request, Amplify will return, delete, or destroy Student Data stored by Amplify in accordance with applicable law and customer requirements. We may not be able to delete all data in all circumstances, such as information retained in technical support records, customer service records, back-ups, and similar business records. All such information will be protected in accordance with this Privacy Policy and our Agreement until it has been permanently deleted. Unless otherwise notified by the School, we will delete or de-identify Student Data after termination of our Agreement with the School.
Non-Student Data
Outside of Student Data, we keep personal information as long as it is necessary or relevant for the practices described in this Privacy Policy or as otherwise required by our Agreement with the School, if applicable. We determine the appropriate retention period for personal information on the basis of the amount, nature and sensitivity of the personal information being processed, the potential risk of harm from unauthorized use or disclosure of the personal information, whether we can achieve the purposes of the processing through other means, and on the basis of applicable legal requirements (such as applicable statutes of limitations).
11. What rights and choices do you have?
What Choices Do You Have?
Marketing/Advertising
As noted above, we do not use Student Data for marketing purposes and we do not direct marketing to Students. Amplify does not use third party cookies and similar technologies for advertising and marketing purposes on Student-facing portions of the Products. The choices below apply to Non-Student Authorized Users.
Opt-out of Marketing Communications. If you want to stop receiving promotional materials from Amplify, you can follow the unsubscribe instructions at the bottom of each email or email us at privacy@amplify.com. Amplify does not send marketing communications to Students.
Opt-out of Cookies and Similar Tracking Technologies. With respect to cookies, you may be able to reject cookies through your browser or device controls. Note that you have to opt-out of cookies on each browser or device that you use. If you replace, change, or upgrade your browser or device, or delete your cookies, you may need to use these opt-out tools again. Please be aware that disabling cookies may negatively impact your experience as some features may not work properly. To learn more about browser cookies, including how to manage or delete them, check the “Help,” “Tools,” or similar section of your browser.
What Rights Do You Have?
Individuals in the U.S.
- What Rights Do You Have With Respect to Student Data?
- Review and Correction. FERPA requires schools to provide parents with access to their children’s education records, and parents may request that the school correct records that they believe to be inaccurate or misleading.
- If you are a parent or guardian and would like to review, correct, or update your child’s data stored in our Products, contact your School. Amplify will work with your School to enable your access to and, if applicable, correction of your child’s education records.
- If you have any questions about whom to contact or other questions about your child’s data, you may contact us using the information provided below.
- Other Privacy Rights? Please see section 3 of our supplemental disclosures: “Additional U.S. State Privacy Law Rights” for more information about your U.S. privacy rights
Individuals in the EU/UK
Please see section 4 of our supplemental disclosures: “Notice for European Economic Area and United Kingdom Customers” for more information about your EU/UK privacy rights.
12. COPPA
We do not knowingly collect personal information from a Child User unless and until a School or Educator, with the permission of the School, has authorized us to collect such information to provide the Products. Amplify relies on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of Child Users in accordance with all applicable provisions of COPPA. To the extent COPPA applies to the information we collect, we process such information for educational purposes only, and no other commercial purpose, at the direction of the School and on the basis of the School’s authorization. If you are a parent or guardian and have questions about your child’s use of the Products and any personal information collected, please direct these questions to your child’s school.
Please refer to the Appendix–Supplemental Disclosures if you are a Home User.
13. Updates to this Privacy Policy
We may change this Privacy Policy in the future. For example, we may update it to comply with new laws or regulations, to conform to industry best practices, or to reflect changes in our product offerings. When these changes do not reflect material changes in our practices with respect to use and/or disclosure of Authorized Users’ personal information, including Student Data, such changes to the Privacy Policy will become effective when we post the revised Privacy Policy on our website. In the event there are material changes in our practices that would result in Authorized Users’ personal information being used in a materially different manner than was disclosed when the information was collected, with respect to Student Data, we will notify the School, and with respect to other information, we will notify you via email and provide an opportunity to opt out before such changes take effect.
14. Contact us
If you have questions about this Privacy Policy, please contact us at:
Email: privacy@amplify.com
Mail: Amplify Education, Inc.
55 Washington St.#800
Brooklyn, NY, 11201
Phone: (800) 823-1969
Attn: General Counsel
To report a security vulnerability, visit https://amplify.com/report-a-vulnerability/.
Appendix – Supplemental Disclosures
1. Mathigon and Amplify Classroom accounts
While our Products are geared towards Schools we do provide a limited opportunity for Home Users to use the Products at home—outside of the school context. We do not allow persons under the age of 13 (or those under the age of consent in any applicable jurisdiction) to register for an account with us outside the school context.
If you are a Home User, you are prohibited from collecting or providing any personal information from students or minors. You are permitted to access the platform for instructional purposes, but you may not enroll or roster minors, create accounts for minors, or input any personal information of minors into the Product.
Please note that most parts of Mathigon can be used without creating an account or providing any personal information that directly identifies you.
What Rights Do You Have? If you are a Child User who is 13 or older with a legacy Mathigon account (or the parent or guardian of a Child User with a legacy Mathigon account), you may request that we provide for your review, delete from our records, or cease collecting any Child User personal information. To the extent that you are unable to exercise these rights through self-service features within your account with us, please contact us by sending an email to: help@amplify.com and we will provide assistance.
2. U.S. Notice at Collection
| Personal Information We Collect | How We Use Personal Information |
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Student Data, which includes:
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Authorized Users, which includes:
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Some of the information described above may be considered “sensitive” under the laws of certain jurisdictions (i.e., account credentials and race/national origin) (“Sensitive Information”). We use Sensitive Information for necessary or reasonably expected purposes – specifically, to provide you with our Services (i.e., account credentials are used to allow account logins and race/national origin are used for the School’s reporting purposes when voluntarily provided by the School).
We do not sell or share your personal information, as described in California law.
We retain your personal information for as long as reasonably necessary for the purposes disclosed in the chart above. Additional information about our retention of Student Data and personal information from other Authorized Users can be found in Section 10 of this Privacy Policy.
Please see the Additional U.S. State Privacy Law Rights section of this appendix for information about your privacy rights pursuant to applicable U.S. law.
Notice of Financial Incentive
From time to time, to support our services, we offer opportunities to complete surveys and questionnaires. As an incentive for completing the survey or questionnaire, you can voluntarily provide personal information as an entry into a raffle drawing or to obtain other benefits, discounts, offers, or deals that may constitute a financial incentive under California law (“Financial Incentive”). The categories of personal information required for us to provide the Financial Incentives include: contact information and any other information that you choose to provide when you complete the survey.
Participation is voluntary and you can opt out at any time before the survey is complete. We do not allow students to participate in our surveys.
The value of the personal information we collect in connection with our Financial Incentives is equivalent to the value of the benefit offered.
3. Additional U.S. State Privacy Law Rights
Note for Requests Relating to Student Data: Because Amplify provides the Products to Schools as a “School Official,” we collect, retain, use, and disclose Student Data only for or on behalf of the School for educational purposes, including the purpose of providing the Products specified in our Agreement with the School and for no other commercial purpose. Accordingly, we act as a “service provider” for the School with respect to School Data. We work with the School to support and assist them in addressing privacy requests relating to School Data. Please reach out to your School directly if you wish to exercise any privacy rights that may be available to you.
For all other requests: With respect to Amplify Data, individuals residing in certain U.S. states have the following rights, regarding your personal information (each of which is subject to various exceptions and limitations):
- Access. You have the right to request, up to two times every 12 months, that we disclose to you the categories of personal information collected about you; the categories of sources from which the personal information is collected; the categories of personal information sold or shared; the business or commercial purpose for collecting, selling, or sharing the personal information; the categories of third parties with whom personal information was shared; and the specific pieces of personal information collected about you.
- Correction. You have the right to request that we correct inaccurate personal information collected from you.
- Deletion. You have the right to request that we delete the personal information that we maintain about you. Even after the deletion of your account, some personal information may remain on our servers, such as in technical support logs, server caches, data backups, or email conversations. These will be automatically deleted after a reasonable amount of time, unless we are legally required to retain information for longer, or unless there is a legitimate business reason (e.g. security and fraud prevention or financial record-keeping). We are not required to delete any information which has been aggregated or de-identified in accordance with Section 5.
- No Discrimination. You have the right not to be discriminated against for exercising these rights.
- Appeals. You have a right to appeal decisions concerning your ability to exercise your consumer rights.
See Submitting Requests section below for details on submitting a request to exercise these rights.
4. Notice for European Economic Area (EEA) and United Kingdom (UK) Customers
As detailed at the beginning of our Privacy Policy (under the section titled “Our Role”), Amplify operates primarily as a processor that collects personal information on behalf of the School, and we act as a controller in limited circumstances where we offer Products outside the school context.
If you represent a School in the EEA or the UK, please note that we process personal information in accordance with this Privacy Policy, our Acceptable Use Policy, and our standard Data Protection Agreement, which sets out our responsibilities when it comes to our processing activities. Schools must send an email to privacy@amplify.com to enter into that DPA.
Lawful Basis for Processing
We rely on the following lawful bases for our processing activities:
- Consent;
- We obtain your consent to use cookies to collect and process device and usage data to understand how individuals use our Products.
- Pursuant to a contract for use of our Products;
- We process School Data to provide our Products (e.g., to create, authenticate and manage your account, to verify your identity, to manage our Products) pursuant to the Agreement between us and the School, as required in order for us to perform our obligations.
- To comply with our legal obligations;
- We process all categories of personal information that we collect to ensure the safety and security of our Products where we are complying with security requirements under data protection and cyber and information security law.
- We process all categories of personal information that we collect to comply with our legal obligations which includes, for example, to access, retain or share certain personal information where we receive a valid request from a government body, law enforcement body, judicial body regulator or similar, to deal with legal claims and prospective legal claims, and to ensure we are complying with applicable laws.
- When we have a legitimate interest in doing so, which is not outweighed by the risks to the individual.
- We process all categories of personal information that we collect to support the provision, effective management, and improvement of our Products where such activities are not strictly required under our contract. This is in our legitimate interests to ensure that we are providing the best possible service.
- We process all categories of personal information that we collect to ensure the safety and security of our services where this is important but not required under the data protection law or cyber and information security laws. This is in our legitimate interests to ensure the security of our services and systems, to prevent threats, abuse or fraudulent or unlawful activity, to promote safety and security and to ensure our Products are used in accordance with our terms and conditions.
- We process the contact information of Non-Student Authorized Users to manage our relationship, including to respond to queries or otherwise communicate with you in relation to our Products and the operation of our business where this is not strictly required under a contract with you. This is in our legitimate interests to communicate with and resolve queries from users of our Products and to ensure that we are providing the best possible service.
We process the contact information and survey data of Non-Student Authorized Users for internal research and marketing purposes in limited circumstances (e.g. to periodically send newsletters and other promotional materials), which will not be based on Student Data or directed to Students. This is in our legitimate interests to understand our customers and prospective customers, understand how our products and services are perceived in the market, to promote our products, and to grow and develop our business.
Your Data Subject Rights
Note for Requests Relating to School Data: Amplify acts as processor to its School customers with respect to all School Data. We work with our School customers to support and assist them in addressing privacy requests relating to School Data. Please reach out to your School directly if you wish to exercise any privacy rights that may be available to you.
For all other Requests – With respect to Amplify Data, you have the following rights if you are in the EEA or UK, subject to certain exceptions:
- Right of access: You have the right to ask us for confirmation on whether we are processing your personal information and access to that personal information.
- Right to correction: You have the right to have your personal information corrected.
- Right to erasure: You have the right to ask us to delete your personal information.
- Right to withdraw consent: You have the right to withdraw consent that you have provided.
- Right to lodge a complaint with a supervisory authority: You have the right to lodge a complaint with a supervisory authority.
- Right to restriction of processing: You have the right to request the limiting of our processing under limited circumstances.
- Right to data portability: You have the right to receive the personal information that you have provided to us, in a structured, commonly used, and machine-readable format, and you have the right to transmit that information to another controller, including to have it transmitted directly, where technically feasible.
- Right to object: You have the right to object to our processing of your personal information
See Submitting Requests section below for details on submitting a request to exercise these rights.
5. Submitting Requests
To exercise any of the rights described in sections 2 and 3 of this appendix, email us at privacy@amplify.com and specify which privacy right you intend to exercise. We may require additional information from you to allow us to confirm your identity. The verification steps will vary depending on the sensitivity of the personal information and whether you have an account with us. Please note that your rights may not apply in all cases. For example, we may need to retain your personal information to comply with our legal obligations, resolve disputes, prevent fraud and enforce our agreements. We will inform you if we are not able to fully respond to your requests. You may designate an authorized agent to make a request on your behalf. When submitting the request, please ensure the authorized agent identifies himself/herself/itself as an authorized agent and can show written permission from you to represent you. We may contact you directly to confirm that you have authorized the agent to act on your behalf or confirm your identity.
Complaints
If you have any issues, you have the right to lodge a complaint with an EEA or UK supervisory authority. We would, however, appreciate the opportunity to address your concerns before you approach a data protection regulator and would welcome you directing an inquiry first to us. To do so, please contact us by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
6. Google APIs
Amplify uses Google’s Application Programming Interface (API) Services to enable Authorized Users to log in to Amplify, import classes and rosters from Google Classroom, create assignments in Google Classroom, and copy, edit, and publish Amplify content using Google Slides. Amplify will use and transfer information received from Google’s API in accordance with Google API Service User Data Policy, including the Limited Use requirements.
Update History:
Update: 6/13/2025: This Policy has been updated to align with product updates and to provide additional context for authorized educational use of Amplify’s Products.
Update 6/27/2024: The Policy has been updated to include an explanation regarding Google APIs in the Appendix — Supplemental Disclosures section.
Update 6/30/2023: This Privacy Policy has been updated to address new state law data privacy requirements.
Website Privacy Policy
Last Modified: February 2026
Update: February 2, 2026: This Privacy Policy has been updated to address additional rights for individuals in the European Union/UK.
Below is the Website Privacy Policy for the amplify.com site (“Privacy Policy”). For purposes of clarity and as further outlined below, this Privacy Policy does not apply to student data. You can visit this page to read about the principles and policy governing student data collected and maintained on behalf of our school customers.
We advise you to read this Privacy Policy in its entirety, including the jurisdiction-specific provisions in the appendix. Our Notice at Collection for California Residents is available in the Notice for our California Customers.
Who We Are / What This Privacy Policy Covers
Amplify Education, Inc. (“Amplify”) recognizes the importance of protecting the privacy and security of your personal information. This Privacy Policy describes our practices in connection with information that we may collect through your use of this website (the “Site”).
This Privacy Policy does not apply to Amplify’s handling of:
- student data or other information collected from users of Amplify’s products that support classroom instruction and learning, which are governed by our Customer Privacy Policy.
- staff or applicant data that we process in accordance with our staff or applicant privacy notice, respectively.
If you have any question as to what legal agreement or privacy policy controls the collection and use of your information, please contact us using information below in the Contact Us section.
This Privacy Policy is incorporated into and is subject to our Website Terms of Use, which governs your use of the Site.
Our Role: We are the controller of all personal information (as defined below) that we receive through our Site and can be reached by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
1. What personal information do we collect?
When you visit and / or interact with our Site, we may collect the following information about you that, alone or in combination, could be used to identify you or your device (“personal information”):
- Contact Information, such as name, district / school name, professional affiliation, title / role, email address, shipping address, address and phone number.
- Account Information, such as customer user login and password.
- Demographic Information, such as age and gender.
- Information You Submit, such as information voluntarily provided on message boards, feedback sections, and other public areas of the Site.
- Site Activity Information, which is collected when you access and interact with the Site, we and our Service Providers (as defined below) may collect certain information about those visits. For example, we or our Service Providers may receive and record information about your computer and browser, including your IP address, browser type, and other software or hardware information. If you access the Site from a mobile or other device, we may collect a unique device identifier assigned to that device, or other characteristics of the device hardware, operating system and configurations for that device. On certain pages of the Site, we may use third party tools to help us look at mouse movements, clicks, keystrokes, data or text entered, and the pages you visit.
- Location Information, such as state, country and / or zip code, which we use to help us customize your experience, as well as to help us facilitate your privacy rights.
- Audio, electronic, visual, or similar information: such as customer service interactions, call recordings, chat transcripts, files you attach, and email, text, or other correspondence.
If you make a purchase through our online store, you may provide payment and other information directly to our third party e-commerce platform to complete your purchase.
We ask that you not send us, and you not disclose, any government identifiers (such as social security numbers) or information related to racial or ethnic origin, health, or criminal background on or through the Site or otherwise.
2. Where/How do we collect personal information?
Amplify may collect personal information directly from you at various points, including the following:
- Product Information and Newsletters. When you submit a request to obtain information about our products, services or other informational material or subscribe to one of our newsletters, you may be asked to submit information such as name, professional affiliation, email address, company name, address and phone and details on your query or interests in our products and services. This information is collected to help us process your request.
- Customer Support. When you submit a form to contact our customer service, you may be asked to submit information such as name, e-mail, district, customer user login and password and details on your query. In addition, some features of our Site, such as our customer live chat functionality or other customer service systems may allow you to voluntarily provide personal information to us. This information is collected to help us process your request. Please only provide what is needed to facilitate the support request.
- Product Orders. If you use e-commerce areas of our Site to order our products, we request information from you on our order form. To purchase products through the Site, you must provide contact information (such as name and shipping address) and financial information (such as credit card number). This information is used for billing purposes and to fill your orders. We will also use this information to contact you to confirm your order or to inform you of any issues or delays.
- Registration. You may be asked to submit information to use certain parts of the Site (such as posting comments on certain areas of the Site), register for an event or webinar, or view restricted content that may be available on the Site. For instance, you may be asked to provide your name, email address and event or webinar-related preferences to help us process your registration or content request.
- Public Areas and Discussion Forums. Any information you share in public areas, such as message boards or feedback sections, becomes public. Please be careful about what you disclose and do not post any personal information that you expect to keep private.
- Contests and Sweepstakes. When we run a contest or sweepstakes relating to the Site or Amplify, it will be accompanied by a set of rules. The rules for each contest/sweepstakes will specify how the information gathered from you for your entry will be used and disclosed.
As you visit or use our Site, we may collect Site activity information through cookies and similar technologies.
- Cookies, Pixels, and Other Tracking Technologies. Cookies and other tracking technologies (such as pixels, beacons, and Adobe Flash technology) are small data files that are placed on your computer or mobile device when you visit a website. They allow the website or mobile app to remember your actions and preferences over a period of time. We use the following types of cookies:
- Strictly necessary cookies – These are cookies that are required for the operation of our Site. They include, for example, cookies that enable you to log into secure areas of our Site. These cookies are not generally stored beyond the browser session and are less likely to include personal information. This category of cookies cannot be disabled.
- Functionality Cookies – We use these cookies so that we recognize you on our Site and remember your previously selected preferences. These cookies are stored on your device between browsing sessions but expire after a pre-defined period. These cookies enable our Site to “recognize” you when you use our Site, including your preferences such as your preferred language , time, and location. A mix of first party (placed by us) and third-party cookies (placed by third parties) are used.
- Analytics Cookies – These cookies help us and our Service Providers compile statistics and analytics about users of the Site, including Site Activity Information. For example, we use Google Analytics to help us understand how users interact with the Platform. Google Analytics uses cookies to track your interactions with the Site, then collects that information and reports it to us. This information helps us improve the Site so that we can better serve you. To learn more about Google Analytics, visit https://support.google.com/analytics/answer/6004245?hl=en. If you wish, you can opt-out of Google Analytics by installing the Google Analytics Opt-out Browser Add-on, available on https://tools.google.com/dlpage/gaoptout.
- Advertising Cookies – We use these cookies to collect information about your visit to our Site, the content you viewed, the links you followed and information about your browser, device, and your IP address. We sometimes share some limited aspects of this data with third parties for advertising purposes. We may also share Site Activity Information collected through cookies with our advertising partners. This means that when you visit another website, you may be shown advertising based on your browsing patterns on our Site.
For information on how to opt-out of these technologies, please see What Choices Do You Have? below.
- Social Plugins. Certain areas of our Site permit you to utilize social media functionality, such as the Facebook “Like” or Google “+1” buttons (“Social Plugins”). To use a Social Plugin, you must authorize the third-party provider of that Social Plugin, e.g. Facebook or Google, to access, collect, and/or disclose your information related to your use of that Social Plugin, subject to that company’s privacy policies, which may differ from this Privacy Policy. In addition, such providers may be able to collect information about you, including your activity on the Site, and they may notify your connections on their social networking platform about your use of the Site. Such services may also employ unique identifiers that allow your activity to be monitored across multiple websites for purposes of delivering more targeted advertising to you.
Amplify also receives information from other sources.
- Information from Other Sources. We may supplement any information we collect via this Site with information from publicly or commercially available sources.
3. How do we use personal information?
We may use any personal information and other information we collect from and about you for the following purposes and as described elsewhere in this Privacy Policy:
- To provide and manage the Site. We use the personal information we collect from and about you to provide the Site and features to you, including to measure and improve its services and features, to personalize your experience by delivering relevant content, to deliver marketing messages, to allow you to comment on content, to provide you with customer support, and to respond to inquiries. We may also use and disclose aggregate or anonymous data about your use of and activity on the Site to assist us in this regard and for any other purpose.
- To contact you. Amplify may periodically send promotional materials (e.g., newsletters) or notifications related to the Site and to Amplify’s business to the contact information you provided to us at registration.
- To improve our products and services. We may use your personal information for our business purposes, such as data analysis, audits, developing new products and services, enhancing the Site, improving our services, identifying usage trends, and determining the effectiveness of our promotional campaigns.
- For marketing and advertising. We may use your personal information to help us market our products to you or your school district.
4. To whom do we disclose personal information?
We may disclose any personal information and other information we collect from and about you for the following purposes and as described elsewhere in this Privacy Policy:
- To share with our affiliated education companies. Amplify may share your personal information with Amplify’s affiliated education companies for the purposes described in this Privacy Policy.
- To allow service providers to assist us. We may engage third party service providers, agents and partners (“Service Providers”) to perform functions on our behalf, such as analytics, credit card processing, shipping or stocking orders and providing customer service. We may disclose your personal information to such Service Providers to enable them to assist us in these efforts.
- To allow our marketing and advertising partners to assist us. We may engage marketing and advertising partners to help us market and advertise our products and services, including via digital ads sent in connection with your visit to the Site. We may disclose Site Activity information, as well as contact information and other aggregate insights to such partners to enable them to assist us in these efforts.
- To protect the rights of Amplify and our users. There may be instances when Amplify may disclose your personal information, in situations where Amplify has a good faith belief that such disclosure is necessary or appropriate in order to: (i) protect, enforce, or defend the legal rights, privacy, safety, operations, or property of Amplify, our parents, subsidiaries or affiliates or our or their employees, agents and contractors (including enforcement of our agreements, including our terms of use); (ii) protect the rights, safety, privacy, security or property of users of the Site or others; (iii) protect against fraud or for risk management purposes; (iv) comply with the law or legal process, including laws outside your country of residence; (v) respond to requests from public and government authorities, including those outside your country of residence; or (vi) allow us to pursue available remedies or limit the damages that we may sustain.
- To complete a merger or sale of assets. If Amplify sells all or part of its business or makes a sale or transfer of its assets or is otherwise involved in a merger, transfer or other disposition of all or part of its business, assets or stock (including in connection with any bankruptcy or similar proceedings), Amplify may transfer your personal information to the party or parties involved in the transaction.
5. What rights and choices do you have?
Opt-out of Marketing Communications. If you want to stop receiving promotional materials from Amplify, you can follow the unsubscribe instructions at the bottom of each email. There are certain service notification emails that you may not opt-out of, such as notifications of changes to the Site or policies. If you have additional questions, please contact us using information below in the Contact Us section.
Opt-of Cookies and Similar Tracking Technologies. There are a few ways to opt out or delete cookies.
- On Your Browser. Most browsers are initially set to accept cookies, but your browser may permit you to change your settings to notify you of a cookie being set or updated, or to block cookies altogether. Please consult the “Help” section of your browser for more information. Please note that by blocking any or all cookies you may not have access to certain features, content or personalization that may be available through the Site. Please also note that you must opt out separately on each device (including each web browser on each device) that you use to access our Site if you wish to opt out, and if you clear your cookies or if you use a different browser or device, you will need to renew your opt-out preferences.
- Interest-Based Advertising. Some advertisers and marketing companies participate in the self-regulatory programs of the Digital Advertising Alliance (“DAA”) and European Interactive Digital Advertising Alliance (“eDAA”) in connection with online interest-based advertising. DAA and eDAA provide consumers with the ability to opt out of receiving interest-based advertising from their program participants at the following links:
What Rights Do You Have?
- Please see section 3 of our supplemental disclosures: “Additional U.S. State Privacy Law Rights” for information about your U.S. privacy rights
- Please see section 4 of our supplemental disclosures: “Notice for European Economic Area and United Kingdom Customers” for information about your EU/UK privacy rights.
6. Security
Amplify uses commercially reasonable administrative, technical, personnel and physical measures to safeguard personal information in its possession against loss, theft and unauthorized use, disclosure or modification.
7. Data retention / Deletion
We will retain your personal information for the period necessary to fulfill the purposes outlined in this Privacy Policy unless a longer retention period is required or allowed by law. Even after we have deleted your personal information from our systems, copies of some information from your account may remain viewable in some circumstances – where, for example, you have shared information with social media platforms and other unaffiliated services. We may also retain backup information related to your account on our servers for some time after cancellation for fraud detection or to comply with applicable law or our internal security policies. Because of the nature of caching technology, your account may not be instantly inaccessible to others, and there may be a delay in the removal of the content from elsewhere on the Internet and from search engines.
8. Data Storage and Transfers
We are a United States Company, and our servers are hosted, managed, and controlled by us in the United States. If you are outside of the United States, we use industry standards to protect your data when it leaves your country of residence and your data will always be protected in accordance with this Privacy Policy, Applicable Laws and our Agreement regardless of the storage location.
Additionally, where we transfer your personal information to service providers outside of the United Kingdom (UK), European Economic Area (EEA), or other region that offers similar protections, we use specific appropriate safeguards to contractually obligate such service providers to protect personal information in accordance with Amplify’s commitment to privacy and security and applicable data protection laws.
If you have questions or wish to obtain more information about the international transfer of your personal information or the implemented safeguards, please contact us using the contact information below.
9. External third-party services
The Site may be linked to sites operated by unaffiliated companies, and may carry advertisements or offer content, functionality, games, newsletters, contests or sweepstakes, or applications developed and maintained by unaffiliated companies. Amplify is not responsible for the privacy practices of unaffiliated companies, and once you leave the Site via a link or enable an unaffiliated service, you are subject to the applicable privacy policy of the unaffiliated service.
10. Updates to this policy
Amplify may modify this Privacy Policy. Please look at the Last Revised Date at the top of this Privacy Policy to see when this Privacy Policy was last revised. Any changes to this Privacy Policy will become effective when we post the revised Privacy Policy on the Site. If you do not wish to be bound by the terms of the revised Privacy Policy, you must discontinue your use of the Site.
11. Contact us
If you have questions about this Privacy Policy, please contact us at:
Email: privacy@amplify.com
Mail: Amplify Education, Inc.
55 Washington St.#800
Brooklyn, NY, 11201
Phone: (800) 823-1969
Attn: General Counsel
Appendix – Supplemental Disclosures
1. Notice for our California Customers
We retain your personal information for as long as you are an active user of our Site or continue to have an account with us, and in accordance with our legal obligations (which may require us to hold information to provide financial and other reporting and to defend against potential claims). If you are a California resident, please see below for information about your rights pursuant to California law.
Personal Information We Collect |
How We Use Personal Information |
| Contact Information |
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| Account Information |
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| Payment Information |
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| Information You Submit |
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| Site Activity Information |
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| Location Information |
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| Inferences |
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Some of the information described above may be considered “sensitive” under the laws of certain jurisdictions (including payment information and account login credentials (“Sensitive Information”). Whether information is Sensitive Information will depend on the laws of your jurisdiction. We only use Sensitive Information, such as payment information and account credentials for necessary or reasonably expected purposes – specifically, to provide you with our Services (i.e., fulfill purchases and to allow account logins).
Shine the Light
California’s Shine the Light law (Civil Code § 1798.83) permits California residents to request certain information regarding our disclosure of certain categories of personal information to third parties for their own direct marketing purposes in the preceding calendar year. We do not share personal information, as defined by California’s Shine the Light law, with third parties for their own direct marketing purposes.
Notice of Financial Incentive
As part of our services, there may be opportunities for you to complete surveys and questionnaires. As an incentive for completing the survey or questionnaire, you can voluntarily provide your personal information, which in turn enters you into a raffle drawing or enables us to provide you with other benefits, discounts, offers, or deals that may constitute a financial incentive under California law (“Financial Incentive”). The categories of personal information required for us to provide the Financial Incentives include: contact information and any other information that you choose to provide when you complete the survey.
Participation is voluntary and you can opt out at any time before your survey is complete.
The value of the personal information we collect in connection with our Financial Incentives is equivalent to the value of the benefit offered.
2. Additional U.S. State Privacy Law Rights
Residents of certain U.S. states have the following rights, regarding your personal information (each of which are subject to various exceptions and limitations):
- Access. You have the right to request, up to two times every 12 months, that we disclose to you the categories of personal information collected about you, the categories of sources from which the personal information is collected, the categories of personal information sold or shared, the business or commercial purpose for collecting, selling, or sharing the personal information, the categories of third parties with whom personal information was shared, and the specific pieces of personal information collected about you.
- Correct. You have the right to request that we correct inaccurate personal information collected from you.
- Deletion. You can request that we delete your personal information that we maintain about you.
- Opt-out (Do Not Sell or Share My Personal Information). Under several U.S. state privacy laws, consumers have the right to opt-out of the “sale” of their personal information (defined very broadly to include situations where we provide personal information to partners who provide advertising services to us) and the “sharing” of personal information in connection with the display of targeted advertising across third party websites. While we do not sell your personal information, we do share it in connection with our advertising efforts. Please also note that we do not knowingly sell or share the Personal Information of minors under 16 years of age.
We also honor the Global Privacy Control, a browser-based opt-out signal. We do not respond to other browser-based signals that do not meet applicable state law requirements, which may include older Do Not Track signals.
- No Discrimination. You have the right not to be discriminated against for exercising these rights.
- Appeals. You have a right to appeal decisions concerning your ability to exercise your consumer rights.
- Submission of Requests. You may exercise the above rights by emailing us at privacy@amplify.com. Note that we may deny certain requests, or fulfill a request only in part, based on our legal rights and obligations. For example, we may retain personal information as permitted by law, such as for tax or other record keeping purposes, to maintain an active account, and to process transactions and facilitate customer requests.
- Authorized Agent. You may designate an authorized agent to make a request on your behalf. When submitting the request, please ensure the authorized agent identifies himself/herself/itself as an authorized agent and can show written permission from you to represent you. We may contact you directly to confirm that you have authorized the agent to act on your behalf or confirm your identity.
- Verification. Whether you submit a request directly on your own behalf, or through an authorized agent, we will take reasonable steps to verify your identity prior to responding to your requests. The verification steps will vary depending on the sensitivity of the personal information and whether you have an account with us.
3. Notice for European Economic Area and United Kingdom Customers
As detailed at the beginning of our Privacy Policy (under the section titled “Our Role”), Amplify acts as a controller with respect to personal information collected as you interact with our Site.
Lawful Basis for Processing
We rely on the following lawful bases for our processing activities:
- Consent;
- We obtain your consent to collect and process device and usage data via cookies on our Site to understand how individuals use our Site and to help us measure the effectiveness of our advertising and marketing campaigns.
- Pursuant to a contract with the user of our Site;
- We process all categories of personal information that we collect to provide and manage our Site, including payment processing, where this is required in order for us to perform our obligations under our contract with you.
- To comply with our legal obligations;
- We process all categories of personal information that we collect to ensure the safety and security of our Site where we are complying with security requirements under data protection and cyber and information security law.
- We process all categories of personal information that we collect to comply with our legal obligations which includes, for example, to access, retain or share certain personal information where we receive a valid request from a government body, law enforcement body, judicial body regulator or similar, to deal with legal claims and prospective legal claims, and to ensure we are complying with applicable laws.
- When we have a legitimate interest in doing so, which is not outweighed by the risks to the individual. We rely on our legitimate interest to process all categories of personal information:
- to provide, manage, and improve the Site where such activities are not strictly required under our contract, including personalizing your experience on the Site.
- to ensure the safety and security of our Site where this is important but not required under the data protection law or cyber and information security laws.
- to respond to queries or otherwise communicate with you in relation to our Site and the operation of our business where this is not strictly required under a contract with you.
- internal research and certain marketing purposes (e.g. to periodically send newsletters and other promotional materials), which will not be based on Student Data or directed to K–12 students.
Your Data Subject Rights
If you are located in the EEA/UK, you have the following rights, subject to certain exceptions:
- Right of access: You have the right to ask us for confirmation on whether we are processing your personal information and access to that personal information.
- Right to correction: You have the right to have your personal information corrected.
- Right to erasure: You have the right to ask us to delete your personal information.
- Right to withdraw consent: You have the right to withdraw consent that you have provided.
- Right to lodge a complaint with a supervisory authority: You have the right to lodge a complaint with a supervisory authority.
- Right to restriction of processing: You have the right to request the limiting of our processing under limited circumstances.
- Right to data portability: You have the right to receive the personal information that you have provided to us, in a structured, commonly used, and machine-readable format, and you have the right to transmit that information to another controller, including to have it transmitted directly, where technically feasible.
- Right to object: You have the right to object to our processing of your personal information
To exercise any of these rights, contact us as set forth in the section entitled “Contact Us” above and specify which European privacy right you intend to exercise. We may require additional information from you to allow us to confirm your identity. Please note that we store information as necessary to fulfill the purposes for which it was collected, and may continue to retain and use the information even after a data subject request for purposes of our legitimate interests, including to comply with our legal obligations, resolve disputes, prevent fraud, and enforce our agreements.
Complaints
If you have any issues with our compliance, you have the right to lodge a complaint with an EEA or UK supervisory authority. We would, however, appreciate the opportunity to address your concerns before you approach a data protection regulator, and would welcome you directing an inquiry first to us. To do so, please contact us by email at privacy@amplify.com or by mail at Amplify Education, Inc., 55 Washington St.#800, Brooklyn, NY, 11201.
NO PURCHASE NECESSARY. A PURCHASE DOES NOT INCREASE YOUR CHANCES OF WINNING. VOID WHERE RESTRICTED OR PROHIBITED BY LAW.
These Terms and Conditions (the “T&Cs”) apply to each sweepstakes offered by Amplify Education, Inc. (the “Sponsor”) on a webpage, email, or other document that links to these T&Cs (the “Entry Page”). For detailed rules for each sweepstakes, please review the sweepstakes rules on the Entry Page (such rules, the “Sweepstakes Rules”). These Terms and Conditions, together with the Sweepstakes Rules, will comprise the “Official Rules” for the sweepstakes.
To enter
Fill out the entry form on the Entry Page. Limit of one (1) entry per person using only one (1) email address for each drawing conducted during the sweepstakes period. Eligibility of individual entries will be at the sole discretion of the Sponsor, for any reason or for no reason, though specific reasons for disqualification may include use of inappropriate language. Entries generated by script, macro, mechanical or other automated means and entries by any means which subvert the entry process are void. Multiple entries received from any person in excess of the stated limitation will be void. Sponsor is not responsible for incomplete, lost, late, stolen, misdirected, damaged, illegible entries, for address changes of entrants, or for malfunctions of electronic or telephone equipment, computer hardware or software, failure of any entry to be received on account of technical problems or traffic congestion on the Internet, or any combination thereof, including any injury or damage to any entrant’s or any other person’s computer or other property related to or resulting from participation in the sweepstakes, or for other problems related to electronic entries. All entries become the property of Sponsor and will not be returned.
Eligibility
In addition to any eligibility restrictions contained in the Sweepstakes Rules, each sweepstakes is open only to individual legal residents of the states of the United States or the District of Columbia, except for residents of Rhode Island, who are at least 13 years of age or older as of the time of entry.
- Minors – Parents and Guardians: An eligible person under the age of majority in such person’s jurisdiction must have his/her parent’s or legal guardian’s consent to enter this sweepstakes. The parent(s) or legal guardian(s) of an entrant under the legal age of majority in his/her jurisdiction of residence (a) will ensure that the entrant in respect of whom they agree to the Official Rules will comply with the Official Rules; and (b) warrants that he/she agrees to the Official Rules and gives the consents contained herein, including permission for his/her child/ward to participate in this sweepstakes. The parents(s) or legal guardian(s) of each such entrant agrees to indemnify the Released Parties (as defined below) for and against: (i) any claims made by the entrant, his or her legal guardian(s), or any member of his or her family against the Released Parties in connection with this sweepstakes; and (ii) any losses (including any liability) caused by any conduct of the entrant that is inconsistent with the Official Rules.
- Teachers/School Personnel: By entering this sweepstakes, you represent and warrant that your participation in this sweepstakes complies with your school, institution, school board and school district policies. Any entry submitted in violation of such policies may result in disqualification. Verification: Amplify reserves the right to verify an individual’s eligibility, compliance with applicable policies in the case of teachers and school personnel and, if applicable, a parent’s or legal guardian’s consent to enter the sweepstakes by requesting proof of identity, compliance, or eligibility in the form acceptable to Amplify. Failure to provide such proof may result in disqualification, such that entrant will no longer be eligible to participate in the sweepstakes and will have no recourse or other opportunity to submit an entry.
- Entrant: In the event of a dispute regarding any entry, the entry will be deemed made by the authorized account holder of the e-mail address submitted at the time of entry (i.e., the natural person who is assigned to an email address by an Internet access provider, online service provider or other organization responsible for assigning email addresses for the domain associated with the submitted e-mail address).
- Ineligibility: Employees of Amplify, its advertising and promotion agencies, its contest administration agents, and each of Amplify’s and such agencies’ respective parent companies, subsidiaries and affiliates (all of the foregoing, the “Sweepstakes Entities”), and such employees’ immediate family and household members, are not eligible.
Drawing
Winners will be selected on the date(s) specified in the Sweepstakes Rules (the “Drawing Dates”). Each winner be selected in a random drawing, from all eligible entries received since the beginning of the sweepstakes period or the prior Drawing Date, as applicable. Winner does not need to be present to win. The drawing(s) will be conducted by Sponsor or its designee, the judge of the sweepstakes, whose decisions are final and binding on all matters relating to the sweepstakes. Winner will be required to sign and return an affidavit of eligibility/liability and publicity release, or the prize will be forfeited and an alternate winner selected.
Prize and odds of winning
The Prizes and number to be awarded are specified in the Sweepstakes Rules. Odds of winning depend on the number of eligible entries received. Prizes will be awarded. No prize substitutions, upgrades or cash equivalents, except at the sole discretion of the Sponsor if an advertised prize becomes unavailable. Prizes are non-transferable. All taxes, if any, associated with the prize are the winner’s sole responsibility.
General
By entering, entrants agree to: (1) release the Sponsor, its agents, and any platforms used to conduct the sweepstakes, such as Facebook, Twitter, or others (each, a “Platform” and together with Sponsor and its agents, the “Released Parties”), from all liability, injuries, loss and/or damage of any kind arising from their participation in the sweepstakes and the acceptance, possession and use/misuse of any prize; (2) to be bound by the Official Rules and the decisions of the judge; and (3) to be contacted by Sponsor by mail, telephone and/or email regarding the sweepstakes. The sweepstakes is in no way sponsored, endorsed or administered by, or associated with, any Platforms used to promote it. By accepting a prize, winner consents to the use of his/her name and likeness for advertising and promotional purposes without additional compensation in all media worldwide (except where prohibited by law). The sweepstakes is subject to all applicable federal, state and local laws and regulations. If for any reason the sweepstakes is not capable of running as planned, including due to an infection by computer virus, bugs, tampering, unauthorized intervention, fraud, technical failures, or any other causes which corrupt or affect the administration, security, fairness, integrity, or proper conduct of this sweepstakes, Sponsor and its agents reserve the right, at their sole discretion, to modify, suspend or terminate the sweepstakes, and select the winner from all eligible entries received prior to the termination and/or to disqualify any individual who is responsible or who tampers with the entry process. This sweepstakes is governed by the laws of the State of New York, with venue in New York County, New York, and all claims must be resolved in the state or federal courts in New York County, New York.
Removal for future mailings
To have your name and address removed from Sponsor’s future mailings, please select the unsubscribe link in any email you receive from Sponsor. Sponsor will process your request within 60 days.
Winner’s name
For the name of the winner, email mail@amplify.com or send a stamped, self-addressed envelope to be postmarked within 15 days and received within 30 days of the relevant Drawing Date to: Amplify, Marketing Department, Winner’s Name, 55 Washington Street, Suite 800, Brooklyn, NY 11201.
Sponsor
Amplify Education, Inc., 55 Washington Street, Suite 800, Brooklyn, New York 11201.
Amplify Tutor Hiring
Acceptable Use Policy
Amplify Education, Inc. (“Amplify”) products support classroom instruction and learning and include Amplify CKLA, Amplify ELA, Amplify Science, Amplify Desmos Math, Desmos Math, Boost Reading, Boost Math, mCLASS, Mathigon, services at classroom.amplify.com (for creating and assigning activities) and student.amplify.com (for use of the activities or curricula as directed by an instructor), and any other product or service that links to this Acceptable Use Policy (together, the “Products”). This Acceptable Use Policy (the “AUP”) provides the general terms and conditions applicable to your use of the Products. By accessing, downloading, or using the Products, you agree to be bound by the terms of this AUP.
Notwithstanding the foregoing, nothing in this AUP supersedes or limits your rights under the terms of any other agreement you or your institution have entered into with Amplify regarding the use of Products. In the event of any conflict between the AUP and the terms and conditions of an applicable agreement that you or your institution have entered into with Amplify, the terms and conditions of such agreement shall control.
Our Products are geared towards K–12 students, educators, and staff who use the Products as authorized by their School District or State Agency (each as defined in the Privacy Policy (defined below), and together, “School”) (“Authorized School Users”). Student Data (defined below) is owned and controlled by the School, and Amplify receives Student Data as a “school official” under Section 99.31 of the Family Educational Rights and Privacy Act of 1974 (“FERPA”) for the purpose of providing the Products hereunder. In addition, we rely on the School acknowledging that it is acting as the parent’s agent and consenting on the parent’s behalf to process personal information of students under the age of 13 (“Child Users”) in accordance with the Children’s Online Privacy Protection Act (“COPPA”).
Schools may provide authorization in two ways:
(1) by the School agreeing to our Customer Terms and Conditions located at amplify.com/customer-terms or another agreement between Amplify and the School, as applicable; or
(2) by an educator, staff member, or agent of a School (“Educator”) agreeing to this AUP. If you are an Educator and wish to use the Products in your classroom, you represent and warrant that the use of the Products in your classroom has been authorized by your School, and that you are authorized to accept this AUP on behalf of the School.
In each case, we provide these Products solely for the benefit of the School and for no other commercial purpose. We require all Schools to review our Privacy Policy, available at amplify.com/customer-privacy (“Privacy Policy”), and to make a copy of the Privacy Policy available to the parents or guardians of Child Users.
We also provide limited opportunities for individual users to sign up for a restricted account for at-home use of our Products (together, with Authorized School Users, “Authorized Users”). Please see Additional terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.
1. License
Subject to compliance with this AUP, you are granted a non-transferable, non-exclusive, non-sublicensable license to access and use the Products. You understand that your use of the Products does not confer to you any intellectual property rights held by Amplify or its licensors. Unless otherwise indicated, any future release, update, or other addition to functionality or content of the Products will be subject to this AUP.
2. Restrictions
You may access and use the Products solely for non-commercial instructional and administrative purposes. Guidelines for such purposes may be set forth at http://amplify.com/amplify-program-usage-guidelines and additional guidelines may be detailed in materials associated with the Product You are accessing. Further, You may not, except as expressly authorized by Amplify: (a) copy, modify, translate, distribute, disclose, or create derivative works based on the contents of, sell, or otherwise exploit, the Products, or any part thereof; (b) decompile, disassemble, reverse engineer the Products, or otherwise use the Products to develop functionally similar products or services; (c) modify, alter, or delete any of the copyright, trademark, or other proprietary notices in or on the Products; (d) rent, lease, or lend the Products or use the Products for the benefit of any third party; (e) avoid, circumvent, or disable any security or digital rights management device, procedure, protocol, or mechanism in the Products; (f) use any content from the Products, including but not limited to text, images, videos, assessments, lesson plans, or code, as input or training material for any machine learning or artificial intelligence system, including large language models, neural networks, or other algorithmic models, for any purposes, commercial or non-commercial; or (g) permit any Authorized User or third party to do any of the foregoing. You also agree that any works created in violation of this section are derivative works, and, as such, You agree to assign, and hereby assign, all right, title, and interest in such works to Amplify. The Products and derivatives thereof may be subject to export control laws, restrictions, regulations, and orders of the U.S. and other jurisdictions (together, “Export Laws”). You agree to comply with all applicable Export Laws, and will not, and will not permit Authorized Users to, export, or transfer for the purpose of re-export, any Product to any prohibited or embargoed country in violation of any U.S. export law or regulation. Further, You represent that You are not located in a country that is subject to a U.S. Government embargo, subject to sanctions by the U.S. Office of Foreign Assets Control, or included on any restricted party list maintained by the U.S. Bureau of Industry and Security. The software and associated documentation portions of the Products are “commercial items” (as defined at 48 CFR 2.101), comprising “commercial computer software” and “commercial computer software documentation,” as those terms are used in 48 CFR 12.212. Accordingly, if You are associated with the U.S. Government or its contractor, You will receive only those rights set forth in this Agreement in accordance with 48 CFR 227.7201-227.7204 (for Department of Defense and their contractors) or 48 CFR 12.212 (for other U.S. Government licensees and their contractors).
3. Use of the products
In connection with your access to and use of the Products, you agree not to: (a) post, upload, or otherwise transmit or link to content that is: unlawful; threatening; harmful; abusive; pornographic or includes nudity; offensive; harassing; excessively violent; tortious; defamatory; false or misleading; obscene; vulgar; libelous; hateful; or discriminatory; (b) violate the rights of others, including patent, trademark, trade secret, copyright, privacy, publicity, contract, or other proprietary rights; (c) harass or harm another person; (d) exploit or endanger a minor; (e) impersonate any person or entity; (f) introduce or engage in activity that involves the use of viruses, bots, worms, Trojan horses, time bombs, spyware, or any other computer code, files, or programs that interrupt, destroy, or limit the functionality of any computer software or hardware or telecommunications equipment, or otherwise permit the unauthorized access to or use of a computer or a computer network; (g) interfere with, damage, disable, disrupt, impair, create an undue burden on, or gain unauthorized access to the Products or any account (as defined below), or Amplify’s servers or networks; (h) restrict or inhibit any other person from using the Products (including by hacking or defacing the Products); (i) remove, disable, block, or obscure any portion of the Products; (j) use technology or any automated system, such as scripts or bots, to collect user names, passwords, email addresses, or any other data from or through the Products, or to circumvent or modify any security technology or software that is part of the Products; (k) send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Products; (l) solicit, collect, or request any information for commercial or unlawful purposes; (m) post, upload, or otherwise transmit an image, audio recording, or video of another person without that person’s consent; (n) use the Products to advertise, promote, or engage in any commercial activity (including engaging in advertising, sales, contests, sweepstakes, or other promotions) without Amplify’s prior written consent; (o) frame or mirror the Products without Amplify’s express prior written consent; (p) use the Products in a manner inconsistent with any applicable law, rule, or regulation; (q) use any robot, spider, search/retrieval application, or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Products or reproduce or circumvent the navigational structure or presentation of the Products; (r) attempt, facilitate, or encourage others to do any of the foregoing. In addition to the foregoing restrictions, your use of the Products may also be subject to an additional acceptable use policy provided to you by your School, as applicable. You are responsible for meeting the hardware, software, telecommunications, and other requirements listed at amplify.com/customer-requirements.
4. Intellectual property
The Products and any Product logo, and certain other of the names, logos, and materials displayed in the Products, may constitute trademarks, trade names, or service marks (“Marks”) of Amplify or other entities. You are not authorized to use any such Marks. Ownership of all such Marks and the goodwill associated therewith remains with Amplify or those other entities. The content provided to you in the Products, including the software, graphs, text, and graphics, is protected under copyright laws, is subject to other intellectual property and proprietary rights and laws, and is owned by Amplify or its licensors. Your access to the Products does not transfer to you or any third party any rights, title, or interest in or to such intellectual property rights. You may not use the content of the Products, in whole or in part, to train or fine-tune any machine learning or artificial intelligence model or system, including for research, product development, commercial services, or any other purpose, commercial or non-commercial. Such use constitutes unauthorized derivative work and a violation of Amplify’s intellectual property rights. Your rights to make use of the Products are limited to those provided under this AUP, any additional terms as may be agreed upon between your School and Amplify, and any available exceptions under applicable intellectual property laws. Amplify Products are protected by patents (see amplify.com/virtual-patent-marking).
5. Account information
Your authentication to enable your access and use of these Products is based in part upon information supplied by you. You are required to (a) provide accurate information to Amplify and promptly report any changes to such information, (b) not share or allow others to use your account, (c) maintain the confidentiality and security of your account information, and (d) use the Products solely via such authorized accounts. You may not share your credentials (i.e., username and password) to access the Products with anyone except the person for whom that account was created. You agree to notify Amplify immediately of any unauthorized use of your account or related authentication information. Amplify will not be responsible for any losses arising out of the unauthorized use of your account.
6. Student data
The parties acknowledge and agree that in the course of providing the Products, Amplify may collect, receive, or generate information that directly relates to an identifiable current or former student of a School (“Student Data”). Student Data may include personal information from a student’s “educational records,” as defined by FERPA. Student Data is owned and controlled by the School and Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing the Products hereunder. Individually and collectively, Amplify and School agree to uphold our obligations, as applicable, under FERPA, COPPA, the Protection of Pupil Rights Amendment (“PPRA”), and applicable state laws relating to Student Data privacy. Amplify’s Privacy Policy governs the collection, use, and disclosure of Student Data collected or stored on behalf of the School under this AUP. The School is responsible for providing notice or obtaining appropriate consents under applicable laws to authorize Authorized School Users’ use of the Products, including making a copy of the Privacy Policy available to the parents or guardians of Child Users. Please see Additional Terms for Mathigon and Amplify Classroom accounts (Section 18) for additional information.
7. Confidentiality
You acknowledge that in connection with these terms, Amplify may provide you with certain sensitive or proprietary information (“Confidential Information”), including software, source code, assessment instruments, research, designs, methods, processes, customer lists, training materials, product documentation, know-how, or trade secrets, in whatever form. You agree (a) not to use Confidential Information for any purpose other than use of the Products in accordance with the AUP, and (b) to take all steps reasonably necessary to maintain and protect the Confidential Information of Amplify in strict confidence. Confidential Information shall not include information that, as evidenced by your contemporaneous written records: (i) is or becomes publicly available through no fault of your own; (ii) is rightfully known to you prior to the time of its disclosure; (iii) has been independently developed by you without any use of the Confidential Information; or (iv) is subsequently learned from a third party not under any confidentiality obligation.
8. User materials
You represent, warrant, and covenant that you have all the necessary rights, including consents and intellectual property rights, in connection with any data, information, content, and other materials provided to or collected by Amplify from you or on your behalf in connection with your use of the Products, including materials and content that you post, upload, transmit, email, or otherwise make available on, through, or in connection with the Products (“User Materials”), and that except as otherwise agreed by your School and Amplify, you retain any ownership rights that you have in your User Materials. You hereby grant to Amplify and its affiliates, licensees, and authorized users, a perpetual, non-exclusive, fully paid-up, royalty-free, sublicensable (through multiple tiers), transferable (in whole or in part), worldwide license to use, modify, excerpt, adapt, create derivative works and compilations based upon, publicly perform, publicly display, reproduce, and distribute such User Materials in connection with the Products, subject to Amplify’s Privacy Policy. You and your School are responsible for the accuracy, integrity, completeness, quality, legality, and safety of such User Materials. You further represent and warrant that the posting of such User Materials through or in connection with the Products does not violate the privacy rights, publicity rights, copyrights, contract rights, or any other rights of any person or entity. Amplify and your School reserve the right (but have no obligation) to monitor the Products, including for inappropriate content or conduct, and to remove any content in their discretion without liability to you or any third party. Further, Amplify reserves the right to investigate and take appropriate legal action against anyone who, in Amplify’s discretion, violates this AUP or attempts to do so, including terminating or suspending a user’s account or access to or use of the Products, or reporting any content or conduct to law enforcement authorities. You are solely responsible for creating and maintaining your own backup copies of your User Materials. Amplify is not responsible for any loss, theft, or damage of any kind to any User Materials.
9. Feedback
If you provide us with any ideas, proposals, or suggestions related to the Products (“Feedback”), you hereby acknowledge and agree that your provision of any Feedback is gratuitous, unsolicited, and without restriction, and does not place Amplify under any fiduciary or other obligation. You hereby grant to Amplify a worldwide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable, and fully sublicensable (through multiple tiers) license to reproduce, distribute, perform and/or display (publicly or otherwise), adapt, modify, and otherwise use such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license.
10. Third party links and services
The Products may make available, or third parties may provide, links to websites, software, applications, resources, advertisements, content, or other products or services created, hosted, or made available by third parties (“Third Party Services”). When you access or use a Third-Party Service, you are interacting with the applicable third party, not with Amplify, and you do so at your own risk. Inclusion of any Third-Party Service or a link thereto within the Products does not imply approval or endorsement of such Third-Party Service. Amplify does not control any content that is not Amplify content, and as such, you may be exposed to offensive, indecent, inaccurate, or otherwise objectionable content in the course of accessing or using such Third-Party Services linked from the Products. You are solely responsible for your interactions with other users of the Products, providers of Third-Party Services, and any other third parties with whom you interact on, through, or in connection with the Products. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY SERVICES, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR INTELLECTUAL PROPERTY RIGHTS RELATING TO, SUCH THIRD-PARTY SERVICES. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY SERVICES MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES. THIS AUP DOES NOT CREATE ANY RELATIONSHIP BETWEEN YOU AND ANY PROVIDER OF THIRD-PARTY SERVICES, AND NOTHING IN THIS AUP WILL BE DEEMED TO BE A REPRESENTATION OR WARRANTY BY AMPLIFY WITH RESPECT TO ANY THIRD-PARTY SERVICE.
11. Digital Millennium Copyright Act
The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Products infringes your copyright, please send (or have your agent send) to Amplify’s Copyright Agent, by email, fax, or regular mail, a written notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Products (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate, and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed, or that you are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Amplify’s Copyright Agent for notification of claimed infringement can be reached as follows: Amplify Education, Inc., 55 Washington Street #800, Brooklyn NY 11201; Attn: Copyright Agent. Amplify’s Copyright Agent for notification of claimed infringement can also be reached electronically at legal@amplify.com. Amplify reserves the right to terminate infringers’ and suspected infringers’ accounts or their access to or use of the Products.
12. Changes to the products
Amplify may, without prior notice, change any Product or stop providing any features of any Product. We may permanently or temporarily terminate or suspend your access to any Product features without notice for any reason, including if in our sole determination you violate any provision of this AUP. Upon termination, you continue to be bound by this AUP.
13. Warranty disclaimer
PRODUCTS ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND BY AMPLIFY. AMPLIFY EXPRESSLY DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTY AS TO TITLE, NON-INFRINGEMENT, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE OR USE. YOU ASSUME RESPONSIBILITY FOR SELECTING THE PRODUCTS TO ACHIEVE YOUR INTENDED RESULTS AND FOR THE ACCESS AND USE OF THE PRODUCTS, INCLUDING THE RESULTS OBTAINED FROM THE PRODUCTS. WITHOUT LIMITING THE FOREGOING, AMPLIFY MAKES NO WARRANTY THAT THE PRODUCTS WILL BE ERROR-FREE OR FREE FROM INTERRUPTIONS OR OTHER FAILURES OR WILL MEET YOUR REQUIREMENTS. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY CONTENT OR SOFTWARE INCLUDED IN PRODUCTS, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR IP RIGHTS RELATING TO, SUCH THIRD-PARTY CONTENT AND SOFTWARE. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY CONTENT AND SOFTWARE MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES.
14. Limitation of liability
IN NO EVENT WILL AMPLIFY BE LIABLE TO YOU FOR ANY INCIDENTAL, SPECIAL, CONSEQUENTIAL, PUNITIVE, RELIANCE, OR COVER DAMAGES, DAMAGES FOR LOST PROFITS, LOST DATA, LOST BUSINESS, OR ANY OTHER INDIRECT DAMAGES, EVEN IF AMPLIFY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. TO THE EXTENT PERMITTED BY APPLICABLE LAW, AMPLIFY’S ENTIRE LIABILITY TO YOU ARISING OUT OF PERFORMANCE OR NONPERFORMANCE BY AMPLIFY OR IN ANY WAY RELATED TO THE SUBJECT MATTER OF THIS AUP, REGARDLESS OF WHETHER THE CLAIM FOR SUCH DAMAGES IS BASED IN CONTRACT, TORT, STRICT LIABILITY, OR OTHERWISE, WILL NOT EXCEED $100 IN AGGREGATE. UNDER NO CIRCUMSTANCES WILL AMPLIFY BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE PRODUCTS THAT VIOLATES THIS AUP OR ANY APPLICABLE LAW OR REGULATION.
15. Termination
Amplify may terminate or suspend your access to the Products at any time for any reason, including if Amplify believes that you have violated the AUP or have engaged in conduct that violates applicable law or is otherwise harmful to the interests of Amplify, any other Amplify user, or any third party. Upon termination, you will: cease using the Products and return, purge, or destroy all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred. Sections 3–13, 16, and 17 will survive the termination of this Agreement.
16. Governing Law
This Agreement will be governed by and construed and enforced in accordance with the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof.
17. Additional terms for iOS apps
By downloading any Products through Apple, Inc.’s App Store (“iOS Products”), you agree that the following additional terms apply to your use of our iOS Products:
- This AUP is not a legal agreement with Apple, Inc. (“Apple”). As between Amplify and Apple, Amplify (not Apple) is responsible for the iOS Products and the contents thereof.
- The license to use the iOS Products under Section 3 above is limited to use (i) on iOS devices that you or your School owns or controls, separate from and in addition to any specific technical requirements for any iOS Product, and (ii) as permitted by the Usage Rules set forth in Apple Media Services Terms and Conditions.
- You must comply with applicable third-party terms of agreement when using the Products.
- Without limiting Section 13 above and solely as between Amplify and Apple, you acknowledge that: (i) Apple has no obligation whatsoever to furnish any maintenance and support services with respect to the iOS Products; (ii) Amplify (not Apple) is responsible for addressing any claims of yours or of any third party relating to the iOS Products or your possession and/or use of the iOS products, including but not limited to (1) product liability claims, (2) any claim that the iOS Products fail to conform to any applicable legal or regulatory requirement, and (3) claims arising under consumer protection, privacy, or similar legislation; (iii) in the event of any failure of the iOS Products to conform to any applicable warranty, you may notify Apple, and Apple will refund the purchase price for the iOS Products to you; to the maximum extent permitted by applicable law, Apple will have no other warranty obligation whatsoever with respect to the iOS Products, and any other claims, losses, liabilities, damages, costs, or expenses attributable to any failure to conform to any warranty will be Amplify’s sole responsibility; and (iv) in the event of any third-party claim that the iOS Products or your possession and use of the iOS Products infringes that third party’s intellectual property rights, Amplify (not Apple) will be responsible for any investigation, defense, settlement, and discharge of any such intellectual property infringement claim.
- You represent and warrant that: (i) you are not located in a country that is subject to a U.S. Government embargo, or that has been designated by the U.S. Government as a “terrorist supporting” country; and (ii) you are not listed on any U.S. Government list of prohibited or restricted parties.
- Apple and Apple’s subsidiaries are third-party beneficiaries of these Terms, and upon your acceptance of these Terms, Apple will have the right (and will be deemed to have accepted the right) to enforce these Terms against you as a third-party beneficiary thereof.
- Any questions, complaints, or claims with respect to the Products should be directed to:
Email: privacy@amplify.comMail: Amplify Education, Inc., 55 Washington St. #800, Brooklyn, NY, 11201
18. Additional terms for Mathigon and Amplify Classroom accounts.
a. Mathigon updates: Amplify no longer offers accounts for Child Users, but we will continue to allow Child Users to access their active legacy Mathigon accounts where verifiable parental consent was obtained. We will continue to protect personal information in accordance with the Privacy Policy and applicable law.
b. Mathigon and Amplify Classroom:
i. School Use:
- Educators: If you are an Educator, you can create a Mathigon or an Amplify Classroom account using any existing email or through an existing third-party account (e.g. Google, Microsoft). Go to https://mathigon.org/signup#teacher to sign up for Mathigon. Go to classroom.amplify.com to sign up for Amplify Classroom.
- Students can also sign up using a unique class code provided by an Educator. Educators are responsible for gaining appropriate authorization or permission from their School to use the Products with students, including Child Users, before providing their unique class code or linking the Products to a third-party service like Google Classroom. For such use in the school context, we do not request additional consent from parents in accordance with the “school official” exception under FERPA and relevant COPPA guidance. For more information, visit our Privacy Policy, which describes how we collect, use, and disclose personal information and data through the provision of our Products in schools.
ii. Outside of School Use: If you are an individual user using the Products at home or otherwise outside of the school context, you are prohibited from collecting or providing any personal information from students or minors. You are permitted to access the platform for instructional purposes, but you may not enroll or roster minors, create accounts for minors, or input any personal information of minors into the Product.
19. Updates to this policy
We may change this Acceptable Use Policy in the future. For example, we may update it to address changes in our product offerings, or to address changes in the law or best practices. If we make changes that materially impact your legal rights or use of our products, we will provide prominent notification to you (e.g. via the Site or by email). Otherwise, we will post any updates to the policy with an updated “Last Revised Date” and all changes will become effective immediately. Please check the Last Revised Date to confirm if the policy has been revised.
Last Modified: February 2, 2026
A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

Back to school 2020–21 updates
Back to school 2020 is coming! Click here for more information on all of the improvements and new features we’re adding to Amplify Science for the new school year.
Program introduction
Onboarding: what to expect
Welcome to Amplify Science! To help you know what’s coming next, we created the following outline of the steps of the onboarding process. You can use it as a reference.
Administrators receive launch email
- Share the information with teachers
- Submit the shipping survey sent to your email
Log In
- Go to learning.amplify.com
- Click on Log in with Clever or Google
- Enter your FCPS credentials
- Demo Account for full access to Amplify Curriculum without access to personalized class rosters:
- Go to learning.amplify.com
- Click on login with Amplify
- Username: t.Fayette2020@tryamplify.net
- Password: AmplifyNumber1
Ensure you have received all materials and components
- Teachers have access to a series of “Unboxing your materials kit” videos. If you’re interested in watching those, click here.
Check out the professional learning opportunities and/or access the Getting Started Resources below.
If you need assistance, please see the help resources or reach out to your Educational Partnerships Manager or PD manager at caffleck@amplify.com, pworks@amplify.com with any questions.
K–5 resources
To ensure your first day using Amplify Science in the classroom is as seamless and smooth as possible, we recommend reviewing the following checklist before the first day of school.
What’s coming to my school?
Each unit of Amplify Science comes with a hands-on materials kit. Each hands-on materials kit arrives in one to three boxes and contains:
- Consumable materials for two uses of 25 or 36 students (depending on school purchase)
- Non-consumable materials
- Classroom wall materials
- Premium print materials (card sorts, vocabulary rings, etc.).
- 18 copies of each Student Book (5 titles each unit, K–1 will receive 5 big books per unit)
- A blackline master of the Student Investigation Notebook
You can find complete materials lists for each unit in the following PDF. This information is also available in the digital Teacher’s Guide within the program.
Onboarding videos
Our team has created a series of short videos to help get you started with Amplify Science:
What’s online?
Planning strategies
How to log in and navigate
NGSS introduction
Planning guides
As you prepare to plan for a unit, download our planning guides to help walk you through the most important resources to locate in either the print or digital Teacher’s Guide to help you plan:
Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:
- Guided tour
- Spanish-language supports in grades K–5
- Phenomena in grades K–5
- Student Books in grades K–5
- Simulations in grades 4–8
- Scope and Sequence
Administrators, welcome to Amplify Science!
Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.
Onboarding: What to expect
Welcome to Amplify Science! There are six basic steps to onboarding. Use this visual as a reference, but also know that our dedicated implementation team will be there to support you during the entire process.
Technology requirements and guidelines
To ensure that your hardware and network meet the minimum technical requirements for performance and support of your curriculum products, please see Amplify’s customer requirements page.
You’ll also want to add the URLs on this page to the corresponding district- or school-level filters so that your teachers and students can access their Amplify Science materials.
Data sharing agreement
Partnering with Amplify through our data sharing program deepens learning outcomes and gives you the performance analysis you need to make impactful decisions within your district or school. By signing our data sharing agreement, your district will help us to better understand student performance as it relates to your state’s standards. It also allows us to compare results with the curriculum-embedded assessments and state-level assessments. These analyses will help you identify the areas where your teachers and students are excelling or may be experiencing challenges.
Stay tuned for additional updates.
Enrollment and licensing overview
During the enrollment and licensing call, your Amplify implementation partner will walk you through the enrollment process. We recommend exploring the enrollment web tool ahead of the call for suggestions on which enrollment method may be best for your district.
The following guides provide additional information about enrollment methods and the data sharing process.
Preparing for your materials
Each unit of Amplify Science comes with a hands-on materials kit.
Each hands-on materials kit arrives in 1–3 boxes and contains the following:
- Consumable materials
- Nonconsumable materials
- Classroom wall materials
- Premium print materials (cards, maps, etc.)
- 18 copies of each Student Book (K–5)
- A blackline master copy of the Student Investigation Notebook (K–5)
You can find complete materials lists for each unit in the following PDFs. This information is also available in the digital Teacher’s Guide within the program.
Once your district’s purchase order has been sent to Amplify and is processed, Amplify will provide tracking information on your materials kits and any additional print materials you’ve ordered.
Administrator Reports
Self-service Administrator Reports allow insight into teacher and student usage and student performance data for the current school year.
Access is limited to district and school administrators. Administrators can directly access these reports at my.amplify.com/admin-reports.
Announcements
Summer extension
With summer fast approaching, we recognize that some districts may be extending the school year and/or continuing the use of Amplify curriculum and programs for summer instruction. If your summer instruction will continue past June 30 and/or you need to make rostering or enrollment changes, follow our guidance on extending your rollover date.
Use stimulus funding to drive transformation
Learn about ESSER I, II, and III funding (or CARES, CRRSA, and ARP) and how to use these funds to help with learning recovery and acceleration. Districts have significant flexibility in how to use the ESSER money, with ESSER II and III specifying that some of the funds should be used to address unfinished learning. All Amplify programs and services meet the criteria for the funding. Get more information about funding and guidelines.
Next steps: How do I support my teachers?
Pre-launch checklist for teachers
Please share our Program Hub with your educators. It will provide helpful information as they prepare to implement Amplify in their classrooms, including a pre-launch checklist. Note that they’ll need to be logged into Amplify Science to access the Hub. If they don’t have a login yet, you can also download and share the Amplify Science pre-launch checklist for teachers PDF.
Professional learning
We partner with every district to make sure the Amplify Science rollout meets their unique needs. Check out these sample agendas to get a better understanding of what our team has to offer.
Advice and answers
The Science help website is filled with step-by-step resources to address educators’ questions. Encourage your educators to read through these tutorials and search for topics they want to learn more about.
Contact us
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support at no cost to educators using our programs. This free service includes:
- Information on where to locate standards and other planning materials.
- Recommendations and tips for day-to-day teaching with Amplify Science.
- Support with administering and interpreting assessment data and more.
To reach our pedagogical team, click the orange icon while logged into the curriculum to get immediate help, call (866) 629-2446, or email edsupport@amplify.com.
Timely technical and program support
Our Customer Care and Support team is available Monday through Friday, 7 a.m. to 9 p.m. ET, and Sunday, 10 a.m. to 6 p.m. ET, through a variety of channels:
- Live chat: Click the orange icon while logged into the curriculum to get immediate help in the middle of the school day.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com.
Join our community
Our Amplify Science Facebook group is a community of Amplify Science educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.
USBE Data Analysis for K-3 Reading Assessment Program
Introduction
mCLASS Assessment: Acadience™ Reading
How it works: Quickly identify the needs of each student and inform next steps with instant analysis, reports, and instructional planning tools included in the only licensed mobile version of the research-based Acadience Reading assessment.
- Use short, 1-minute fluency measures for foundational reading skills.
- Replace manual calculations with instant results and recommended activities.
- Compare student progress with predictive, research-based benchmark goals.
- Track progress and target instruction to individual student needs.
- Support decision-making at every level using aggregate reports.
- Translate class- and student-level reports into individualized instruction using the Now What?Tools.
- Get a more complete view of early literacy skills with the new mCLASS:Early Literacy Measures (ELM).
Enrollment for mClass
Please review the Utah Enrollment for mCLASS document for important information about the rostering process for LEAs in Utah.
Benchmark Windows
The USBE has required that each Acadience Reading testing benchmark window occur within the below dates:
BOY — the first benchmark before October 14
MOY — the second benchmark between December 1 and February 5
EOY — the third benchmark between the middle of April and June 15
Benchmark windows for LEAs are set to the state benchmark window dates in mCLASS. Each LEA is to have 2-4 week benchmark period that is within the state benchmark window dates and LEA leaders are to share those dates with staff. The benchmark windows in mCLASS are set to the state benchmark window dates; not the LEA benchmark window dates and this can not be changed in mCLASS. If a student moves into your LEA and your benchmark window is closed, but the state benchmark period is still open, the student must be benchmarked. Should your LEA need an extension of a benchmark window beyond the close of the state benchmark windows, that must be approved by the USBE Assessment Department. Once the benchmark window closes, do not give the benchmark to a student, instead, educators can progress monitor the student on the measures they would have received a benchmark in order to get the students current instructional levels.
If you have questions regarding your current benchmark window dates, feel free to reach out to Amplify Customer Services at help@amplify.com.
Acadience Reading Benchmark Invalidations
Before you invalidate a benchmark probe, review the USBE’s list of acceptable reasons for invalidating on the Frequently Asked Questions: Acadience Reading Invalidations document. If a district/charter has a significant percentage of invalidations, contact and further action will be deployed. If you believe an invalidation is required, please contact your District/Charter Literacy Director. If they need support, they can contact Sara Wiebke, sara.wiebke@schools.utah.gov, to request an invalidation.
Progress Monitoring
The impact of progress monitoring
Progress monitoring is the most powerful tool we offer with regards to student achievement.
“Scores for Daze increase more slowly than they do for other Acadience Reading measures, so more frequent monitoring may not be as informative. For students who need to be monitored on Daze, we recommend monitoring once per month.”
Progress Monitoring with Acadience Reading
© Acadience Learning
October 2012
The Acadience Reading authors recommend progress monitoring students in the Well Below Benchmark category once every 7-10 days (and once every 10-12 days for students in the Below Benchmark category).
Progress monitoring is the practice of testing students briefly but frequently on the skill areas in which they are receiving instruction, to ensure that they are making adequate progress. When students are identified as at risk for reading difficulties, they can receive progress monitoring testing more frequently to ensure that the instruction they are receiving is helping them make progress. (Acadience Learning/October 2012, Progress Monitoring Guide)
The purposes of progress monitoring are:
- to provide ongoing feedback about the effectiveness of instruction,
- to determine students’ progress toward important and meaningful goals, and
- to make timely decisions about changes to instruction so that students will meet those goals.
How to progress monitor?
- Select students for progress monitoring
- Select Acadience Reading materials for progress monitoring
- Set progress monitoring goals
- Determine the frequency of progress monitoring
- Conduct progress monitoring assessment
- Access data through class and student reports
- Evaluate progress and modify instruction.
The key to progress monitoring: Instruction should link to progress monitoring and progress monitoring should link to instruction. They should run parallel and merge as one to confirm student growth in reading.
Check your progress monitoring fidelity report in mCLASS to ensure you are on track with these students. For more information regarding progress monitoring guidelines, visit the official progress monitoring guidelines.
Support Team
Amplify Customer Services
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
help@amplify.com
Educational Support Team
Pedagogical Questions
(800) 823-1969
Monday to Friday, 5 a.m. to 5 p.m. MT
edsupport@amplify.com
For more information, please contact:
Sarah McCarty
Associate Director, Educational Partnership
(812) 593-5776
smccarty@amplify.com
Donna Bright
Educational Partnership Manager
(303) 960-3772
dbright@amplify.com
Robert McCarty
Regional Director of Educational Partnership
(435) 655-1731
rmccarty@amplify.com
Cydnee Carter
Assessment Development Coordinator
(801) 538-7654
cydnee.carter@schools.utah.gov
Liz Williams
Elementary ELA Assessment Specialist
(801) 538-7542
Liz.williams@schools.utah.gov
Sara Wiebke
Literacy Coordinator
(801) 538-7935
sara.wiebke@schools.utah.gov
Krista Hotelling
K-3 Literacy Specialist
(801) 538-7794
krista.hotelling@schools.utah.gov
Christine Elegante
K-3 Literacy Specialist
(801) 538-7551
christine.elegante@schools.utah.gov
Julie Clark
K-3 Literacy Specialist
801-499-2515
julie.clark@schools.utah.gov
Melissa Preziosi
Assessment Data Specialist
(801) 538-7949
melissa.preziosi@schools.utah.gov
Resources
Helpful tips and guides
- Implementation Roadmap Every school system has different objectives and needs, and this document is designed to help you define how the mCLASS system can best support you in achieving your goals.
- Checklist Use this checklist to ensure your staff is trained and your programmatic expectations are clearly communicated to all stakeholders. Completing each of these steps during the correlated benchmark window will help you realize the full value of your mCLASS assessment program.
- mCLASS: Online Help
- Acadience Reading Assessment Manual (Note: You will need to register as a user to get access to the materials; both registration and materials are available at no cost.)
- Acadience Reading Benchmark Goals and Composite Score
- Grouping Worksheets for Acadience Reading
- Acadience Reading Key Skills This document correlates the Acadience Reading measures to Basic Early Literacy Skills.
- The Big Ideas in Early Reading This document is a reference of the five Big Ideas in Early Reading.
- Acadience Reading Reminders A list of reminders the teacher can give to students while assessing Acadience Reading.
- USBE Literacy Framework
- Utah School Report Card: Early Literacy
- Utah State Board of Education Reading on Grade Level Targets for Acadience Reading K-6
- Five leadership practices that drive success in K-2 literacy
mCLASS:Acadience Reading tutorials
- mCLASS:Acadience Reading Next Scoring Practice
- mCLASS Now What? Tools Tutorial
- Pathways of Progress: Purpose
- ?Pathways of Progress: Setting Meaningful Goals
- Pathways of Progress: Highly Skilled Learners Criteria
- ?Goal Setting in mCLASS
- mCLASS How to calculate student pathways video
- Calculating Pathways from DYD Presentation
Technical resources
Amplify Enrollment This guide walks you through the necessary steps to complete enrollment using the manual enrollment tools on Amplify Home. It shows you how to manage staff, student, and class assignment information, and maintain the accuracy of your staff, student, and class assignments.
Devices & Requirements Ensure mCLASS is compatible with your devices and systems for optimal performance and support.
Remote Assessing
Videos:
Remote Assessment Guidance from the Acadience Team:
mCLASS®: Acadience® Reading (formerly known as DIBELS Next)
Key Points:
Before you assess:
1. Determine how you will show student materials and score in mCLASS at the same time.
| Description | |
|
Description Recommended set up |
|
| Modified set up |
Note: mCLASS app is optimized for touchscreen; scoring with a mouse may need more practice. |
2. Familiarize yourself with the digital copies of student materials.
3. Schedule virtual meetings with students. To communicate with English-speaking caregivers, consider sending this email or video. To communicate with Spanish-speaking caregivers, consider sending this email or video.
4. Determine how you will handle scenarios where there’s a lag:
| Description | |
| Record the meeting |
|
| Use a phone |
|
While you assess:
1. Take the opportunity to connect individually with your students as they experience so much change. Don’t make the session solely about testing, and remind caregivers and students that the assessment is a way to see how you can best tailor instruction.
2. Make student materials visible to your student.
For Maze, choose the model that works best for you:
Enter results into the mCLASS web reports
- Students complete online Maze during a video conference
- Put a link to the student assessment site (mclass.amplify.com/student) and the student’s credentials into the chat box (learn how to generate student credentials in this video)
- Ask your student to complete Maze.
- Students complete online Maze outside of a video conference (caregiver support is needed with log-in)
- Students complete Maze on paper
- Locate the benchmark Maze Acadience Learning’s site.
- Print a copy of the form you need (e.g. BOY) for each student in your class.
- Send the form home in a sealed envelope with students, mail the form to caregivers, or have caregivers get forms via school-based pick-up. Provide instructions not to open the envelope until the student is ready to take the assessment.
- Provide parents with instructions on how to proctor the assessment for their child. They need to:
- Give the form to their child
- Sit with their child and read the instructions and practice items
- Tell their child to stop when 3 minutes has elapsed
- Send screenshots of their child’s work via email or text, or return the completed form to the school in a sealed envelope provided by the school.
| Guidance | |
| Acadience:Reading |
Use the share screen feature to display student materials on your screen. Optional next step for measures that have student materials: Zoom users: grant your student control of your screen so you can see their cursor as they read:
Note: For Mac OSX, you will need to give Zoom access in the Accessibility tab in the Privacy and Security preferences of your Mac. For more information on giving Zoom access in Security and Privacy, click here. |
3. Score in mCLASS.
| Benchmark | Progress monitoring | |
| Acadience Reading (formerly known as DIBELS Next) | Available for free download on the Acadience Learning website | |
Program introduction
Professional learning
What will you find in the Professional Learning section?
Whether you’re launching into a new program or looking to strengthen your skills, Amplify’s professional learning sessions will support your needs.
- Register now to join new and upcoming learning sessions.
- On-demand sessions offer timely insights to support your mCLASS implementation.
- Webinar recordings from 2020-2021 or 2021-2022 ensure you don’t miss a thing.
Amplify is working in partnership with the Kindergarten Assessment Support (KAS) Initiative to provide virtual professional development trainings to teacher, specialists, and campus/district leader users of mCLASS Texas Kindergarten across the state of Texas. These trainings are funded by the KAS Grant and will be provided at no charge to participants. Please note that all content will be focused on kindergarten only.
You will find a list of sessions below that you can register for. Sessions will be updated on an ongoing basis. To register, educators can enter the Session ID number into the Region 4 ESC search bar (https://www.escweb.net/tx_esc_04/) to sign up for the session(s) and to secure a spot or type ‘mclass’ into the search bar; all virtual sessions are capped at 30 participants.
For more information about the KAS Initiative, please visit https://tea.texas.gov/academics/early-childhood-education/data-driven-instruction-best-practices.
View the on-demand sessions for below to gain timely insights to support your mCLASS implementation.
All mCLASS Texas Edition users will have access to free online modules. Contact your district for details about accessing these modules.
For those districts that want to support teachers in a more comprehensive approach we will work to ensure that the professional learning section supporting each mCLASS Texas Edition rollout meets each district’s unique needs. Here is a professional learning catalog to show the breadth and depth of what we offer.
Remote assessment
mCLASS Texas Edition can be administered in many ways, including remotely. This site will give guidance on the various ways to administer mCLASS Texas Edition to best support your students in any learning environment.
Watch the Remote Assessment Guidance Office Hours recording here.
Documents referenced during Office Hours are linked below.
Administrators, welcome to mCLASS Texas Edition!
Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.
Onboarding: What to expect
Welcome to mCLASS Texas Edition! To help you know what’s coming next, we created the following visual that outlines the steps of the onboarding process. You can use it as a reference.

Enrollment and licensing
Amplify provides services to fit the different types of enrollment needs for various times of year:
- Self-Service Enrollment (SSE) is a batch enrollment tool that you can use to import large amounts of student, staff, and class information into the Amplify system at the beginning of the school year or any time you need to update your enrollment data.
- Auto Self-Service Enrollment (Auto SSE) is a service for automatically sending enrollment data from your computer to Amplify, which does not require intervention after you initiate the process, and which can be run at any time of year. You must have the ability to run scripts in order to use Auto SSE.
- Amplify also offers the Manual Enrollment tools on the Amplify Administration page, which you can use at any time of year to add or update enrollment information by entering the information directly into Amplify, rather than uploading spreadsheets.
Preparing your materials
Click here to access a list of the print materials included in each mCLASS Texas Edition kit.

Technology requirements and guidelines
To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products, please see Amplify’s customer requirements page.
To ensure access to mCLASS, add the URLs on this page to your corresponding district or school-level filters.
Teachers, welcome to mCLASS Texas Edition!
Here you’ll learn about the program, how to set up your device, and how to get help when using mCLASS Texas Edition.
Onboarding: What to expect

Logging in to mCLASS Home
mCLASS Home is where you access mCLASS reporting, instruction, and other helpful resources. Follow these steps to log in:
1. Navigate to mclass.amplify.com.
2. You will need your Amplify user name and password to log in. If you forget your password, you can follow the instructions below to generate a new one.
- Click “Forgot Password”
- Enter your Amplify username and your district or school email address. Click Send. Then follow the instructions in the email you receive to reset your password.
If you have not received an Amplify username and password, please contact your
school or district administrator.
Setting up your assessment device
Assessments are administered using the mCLASS app. The mCLASS app is installed by creating a shortcut from Chrome™ (Safari for iPads) on your device’s desktop or home screen. Click the link for your device for installation instructions:
iPad
Chromebook
Windows device
Note that you need your Amplify username and password to install the mCLASS app. If you have not received it, please contact your school or district administrator.
Dyslexia screening
mCLASS® Texas DIBELS® 8 and IDEL assess the updated skills required for dyslexia screening. We’ve got you covered!
Click here to learn more about the Texas Dyslexia handbook updates.
Looking for help?
Our technical and pedagogical support teams are available from 7 a.m. to 7 p.m. ET, Monday through Friday.
For your most urgent questions
- Use our live chat within your program
- Call our toll-free number: (800) 823-1969
For less urgent questions, send us an email!
- Technical support: help@amplify.com
- Pedagogical support: edsupport@amplify.com
A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.
The Lawrence Hall of Science
The University of California, Berkeley’s Lawrence Hall of Science is a recognized leader in PreK–12 science education, producing groundbreaking curriculum products for more than 40 years, including the international award-winning Seeds of Science/Roots of Reading®. The Hall’s curriculum materials are used in one in four classrooms across the nation. Read more about The Hall’s research-proven Do, Talk, Read, Write, Visualize multimodal learning model.
Amplify
Amplify has been pioneering digital education products for more than 15 years, empowering teachers across the country to offer more personalized instruction and accelerate the potential of their students to become more active, engaged learners. Amplify has supported more than 200,000 educators and three million students in all 50 states.

Elementary school course structure
- Needs of Plants and Animals
- Pushes and Pulls
- Sunlight and Water
- Animal and Plant Defenses
- Light and Sound
- Spinning Earth
- Plant and Animal Relationships
- Properties of Materials
- Changing Landforms
- Energy Conversions
- Vision and Light
- Earth’s Features
- Waves, Energy, and Information
- Patterns of Earth and Sky
- Modeling Matter
- The Earth System
- Ecosystem Restoration
Middle school course structure (Integrated Model)
- Launch:
Microbiome - Metabolism
- Engineering Internship:
Metabolism - Traits and Reproduction
- Thermal Energy
- Ocean, Atmosphere, and Climate
- Weather Patterns
- Earth’s Changing Climate
- Engineering Internship:
Earth’s Changing Climate
- Launch:
Geology on Mars - Plate Motion
- Engineering Internship:
Plate Motion - Rock Transformations
- Phase Change
- Engineering Internship: Phase Change
- Chemical Reactions
- Populations and Resources
- Matter and Energy in Ecosystems
- Launch:
Harnessing Human Energy - Force and Motion
- Engineering Internship:
Force and Motion - Magnetic Fields
- Light Waves
- Earth, Moon, and Sun
- Natural Selection
- Engineering Internship: Natural Selection
- Evolutionary
Watch a video walkthrough
Elementary school
Middle school
Review the program (K–5)
For K–5 units, the teacher accesses the digital curriculum or printed Teacher’s Guide for daily instruction while students read Student Books, conduct investigations using the hands-on kit materials, and record observations in their Student Investigation Notebooks. When lessons call for students to access the simulations or “sims” in grades 2–5 (about once per week), they share devices.
You can review all of Amplify Science online through this review site.
Before you dive into the digital curriculum, download and review some of these helpful resources:
You will find unit overviews and complete materials lists as well as downloadable versions of the Student Investigation Notebooks within the program itself. When you’re ready, click Preview now below. You’ll automatically be taken on a short guided tour where you can select the grade you’re interested in reviewing.
Questions come up during your review? Email scihelp@amplify.com and mention that you are a reviewer in the subject of the email.
Review the program (6–8)
For 6–8 units, the teacher accesses the digital curriculum or printed Teacher’s Guide for daily instruction while students use their Student Investigation Notebooks, the hands-on kit materials, and their digital student accounts to access simulations or “sims”, modeling tools, assessments, and more.
Before you dive into the digital curriculum, download and review some of these helpful resources:
You will find unit overviews and complete materials lists as well as downloadable versions of the Student Investigation Notebooks within the program itself. When you’re ready, click Preview now below. You’ll automatically be taken on a short guided tour where you can select the grade you’re interested in reviewing.
Questions come up during your review? Email scihelp@amplify.com and mention that you are a reviewer in the subject of the email.
Contact your Amplify representative directly
Patti Savage
Senior Account Executive
Email: psavage@amplify.com
Phone: (626) 224-3174
Utah – USBE Data Analysis for K-3 Reading Assessment Program – New
Steps for Interviewing
Amplify Professional Learning Specialist Applicants
Congratulations on being invited to interview for the Professional Learning Specialist role!
Please take these three steps in order to schedule and prepare for your interview.
Step 1: Review the PLS Flipbook
Step 2: Schedule your Interview
Step 3: Prepare for your Interview
Interviews for Cohort 2 will take place from April 27th – May 8th.

Step 1: Review the PLS Flipbook
Amplify Professional Learning Specialists (PLS) will be responsible for facilitating high-quality professional development (PD) to teachers and school leaders, ensuring educators feel confident taking steps to implement our programs and ultimately drive student success.
Please read the PLS flipbook to ensure you have a clear understanding of the role and ensure this is the right fit for you. These details are captured in pages 16 – 33 of the flipbook.
Several key PLS responsibilities are highlighted below:
- Delivering remote and onsite professional development for approximately 30-40 educators per session during the summer season (May – September 2026), possibly longer.
- Must be available to be scheduled during normal school hours (Monday–Friday) in all U.S. time zones.
- Must be available an average of three days per week on Monday through Friday from July 13–August 21. Three consecutive days is strongly recommended as it will potentially lead to more onsite delivery opportunities.
- PLSs who are current educators and returning to full-time roles at school/districts must have a return to work date after August 21st.
- Traveling via car, plane, and/or public transportation, sometimes with minimal advance notice and including overnight stay at hotels.
- Paying all travel-related expenses in advance, with reimbursements being processed 2-3 weeks following submission of the expense reimbursement requests.
Please reach out to pls_hiring@amplify.com if you have additional questions.
Step 2: Schedule Your Interview
Our second round of interviews will take place between April 27th – May 8th. We do not have any earlier interviews available, all available slots are shown on the calendars linked below.
Please schedule an interview for the specific role for which you have applied:
- Literacy or STEM Candidates: schedule a 30 minute interview by clicking here: “PLS Interviews: May 2026”
- Bilingual Candidates: schedule a 45 minute interview by clicking here: “Bilingual PLS Interviews: May 2026” only. You do not need to sign up for a separate 30 minute interview.
- Once you have scheduled your interview, you should receive a confirmation email from Calendly. If you do not receive this email, please reach out to PLS_hiring@amplify.com for support.
If you need to reschedule your interview, you may do so directly by clicking the reschedule link in the confirmation email from Calendly to select a new interview option during the current interview window. Once you have rescheduled, you will receive a new confirmation email and updated calendar invitation. Please do not sign up for more than one interview.
We ask that you only reschedule if absolutely necessary and request at least 24 hours notice prior to your interview day/time.
Step 3: Prepare for Interview
Prior to your scheduled interview, prepare your interview activity! Please view the video to the right for help preparing.
- Guidance for the task can be found here: PLS Performance Task Guidance Document
- You should come ready to share your screen via Google Meet and present the provided activity in under 5 minutes.
- Talking points are included for each screen to guide your presentation.
- During your interview we will be looking for proficiency with the following tech skills: independently sharing screen, speech matching animation, and moving from screen to screen with ease.

Offer, Onboarding, and Training
- Qualified candidates will receive an offer via email. The offer will include your product placement and regional assignment.
- If you accept the offer, our partner contracting agency will reach out to you to provide the necessary documentation to begin the onboarding process. This will include a background check. You will also need to provide college transcripts, please begin gathering these items.
- Once you have completed the onboarding process with our partner contracting agency, you will begin your official Amplify PLS onboarding process on May 11th for Cohort 1 or June 15th for Cohort 2. A majority of onboarding will be remote, with one in person training on June 6th – 7th for Cohort 1 and July 8th – 9th for Cohort 2. More details to come!
- Once you are certified, our PD Operations team will begin to schedule you for PD engagements within your region and across the country!
Info Session
Get more details from PD staff members about the PLS role, regional placement, the onboarding process, and ongoing support.
We will address the most common questions we receive:
- What is the role of a PLS?
- Where will I deliver sessions? What content will I deliver?
- How will onboarding work?
- How will I be supported?
The information session recording can be watched here.
Passcode: @N+4hmfi
Thank you for your interest!
Contact us with questions at pls_hiring@amplify.com
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Description of Site Services; Acceptance of Terms of Use
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Please review the Privacy Policy for the Site, available at http://www.amplify.com/privacy, to learn about our information collection, usage and disclosures practices with respect to information collected by us through the Site. Please note that certain products or services made available by us, other than the Site, may be subject to different privacy policies. In addition, the Site’s Privacy Policy does not address, and we are not responsible or liable for, the information collection, usage and disclosures practices of any third party or Third Party Service.
Disclaimers
THE SITE, USER CONTENT, THIRD PARTY SERVICES, AND ALL PRODUCTS AND SERVICES SOLD THROUGH THE SITE (COLLECTIVELY, THE “SITE PRODUCTS”) ARE MADE AVAILABLE “AS-IS” AND “AS AVAILABLE” AND COMPANY DOES NOT GUARANTEE OR PROMISE ANY SPECIFIC RESULTS FROM USE OF THE SITE PRODUCTS. COMPANY AND ITS AFFILIATES EXPRESSLY DISCLAIM ANY WARRANTIES AND CONDITIONS OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. IN PARTICULAR, COMPANY AND ITS AFFILIATES MAKE NO WARRANTY THAT THE SITE OR USER CONTENT OR THIRD PARTY SERVICES, OR YOUR ACCESS TO OR USE THEREOF, WILL BE UNINTERRUPTED, TIMELY, SECURE, ERROR-FREE, ACCURATE OR RELIABLE. UNDER NO CIRCUMSTANCES SHALL WE BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE SITE PRODUCTS THAT VIOLATES ANY APPLICABLE LAW OR REGULATION. CERTAIN STATE LAWS DO NOT ALLOW LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OR LIMITATION OF CERTAIN DAMAGES. IF THESE LAWS APPLY TO YOU, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS, OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MIGHT HAVE ADDITIONAL RIGHTS.
Under no circumstances will Company or its affiliates be responsible for any loss or damage, including property damage, personal injury or death, resulting from use of the Site, Products, problems or technical malfunction in connection with use of the Site, Products, attendance at any Company event or the conduct of any Site users, whether online or offline. Your use of the Site, Products is solely your responsibility and at your own risk. The User Content and Third Party Services do not necessarily reflect the opinions or policies of Company or its affiliates.
Limitations on liability
IN NO EVENT WILL COMPANY OR ITS AFFILIATES BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, CONSEQUENTIAL, EXEMPLARY, INCIDENTAL, SPECIAL OR PUNITIVE DAMAGES, INCLUDING LOST PROFIT DAMAGES, ARISING FROM YOUR USE OF THE SITE PRODUCTS, EVEN IF COMPANY OR ONE OF ITS AFFILIATES HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NOTWITHSTANDING ANYTHING TO THE CONTRARY CONTAINED HEREIN, THE TOTAL LIABILITY OF COMPANY AND ITS AFFILIATES TO YOU FOR ANY CAUSE WHATSOEVER AND REGARDLESS OF THE FORM OF THE ACTION, WILL AT ALL TIMES BE LIMITED TO THE AMOUNT PAID, IF ANY, BY YOU TO COMPANY FOR THE SITE PRODUCTS.
Indemnity
You agree to indemnify and hold harmless Company, its affiliates, subcontractors and other partners, and each of their respective officers, agents, partners and employees, from any losses, costs, expenses (including reasonable attorneys’ fees), liabilities, claims or demands, due to or arising out of your use of the Site, your breach or alleged breach of this Agreement, your violation or alleged violation of any rights of another, or any Content that you post or otherwise submit on, through or in connection with the Site.
Termination
This Agreement remains in full force and effect while you access or use the Site. If you create an Account, you may terminate your Account at any time, for any reason, by contacting us at general@amplify.com. Company may terminate or suspend your Account and/or your access to or use of the Site at any time, for any or no reason, with or without prior notice or explanation, and without liability. Upon any such suspension or termination, your right to access and use the Site will immediately cease, and Company may immediately deactivate or delete your Account and all files and other information associated with it, and/or bar any further access to such files and other information. Company shall not be liable to you or any third party for any suspension or termination of your Account or of access to or use of the Site or any such files or other information, and shall not be required to make such files and other information available to you after any such suspension or termination. Sections 2, 5, 13, 17, 18, 19, 22, and 26 shall survive any expiration or termination of this Agreement.
U.S. export controls
All software made available in connection with the Site (“Software”) may be subject to United States export controls. No Software may be downloaded from or through the Site or otherwise exported or re-exported in violation of U.S. export laws.
Governing law
The terms of this Agreement are governed by the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions, and regardless of your location.
Arbitration
EXCEPT FOR DISPUTES THAT QUALIFY FOR SMALL CLAIMS COURT, ALL DISPUTES ARISING OUT OF OR RELATED TO THIS AGREEMENT, WHETHER BASED IN CONTRACT, TORT, STATUTE, FRAUD, MISREPRESENTATION OR ANY OTHER LEGAL THEORY, WILL BE RESOLVED THROUGH FINAL AND BINDING ARBITRATION BEFORE A NEUTRAL ARBITRATOR INSTEAD OF IN A COURT BY A JUDGE OR JURY, AND YOU AGREE THAT COMPANY AND YOU ARE EACH WAIVING THE RIGHT TO TRIAL BY A JURY. YOU AGREE THAT ANY ARBITRATION UNDER THIS AGREEMENT WILL TAKE PLACE ON AN INDIVIDUAL BASIS; CLASS ARBITRATIONS AND CLASS ACTIONS ARE NOT PERMITTED AND YOU ARE AGREEING TO GIVE UP THE ABILITY TO PARTICIPATE IN A CLASS ACTION.
Arbitration procedure
Any arbitration under Section 23 above will be administered by the American Arbitration Association under its Commercial Arbitration Rules and Supplementary Procedures for Consumer-Related Disputes (“Supplementary Procedures”), as amended by this Agreement. The Supplementary Procedures are available online at http://www.adr.org/aaa/ShowPDF?doc=ADRSTG_015820. The arbitrator will conduct hearings, if any, by teleconference or videoconference, rather than by personal appearances, unless the arbitrator determines upon request by you or by us that an in-person hearing is appropriate. Any in-person appearances will be held at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, such determination should be made by the AAA or by the arbitrator. The arbitrator’s decision will follow the terms of this Agreement and will be final and binding. The arbitrator will have authority to award temporary, interim or permanent injunctive relief or relief providing for specific performance of this Agreement, but only to the extent necessary to provide relief warranted by the individual claim before the arbitrator. The award rendered by the arbitrator may be confirmed and enforced in any court having jurisdiction thereof. Notwithstanding any of the foregoing, nothing in this Agreement will preclude you from bringing issues to the attention of federal, state, or local agencies, and, if the law allows, they can seek relief against us for you.
Employment opportunities
Company may, from time to time, post Company employment opportunities on the Site and/or invite users to submit resumes to Company. If you choose to submit your name, contact information, resume and/or other personal information to Company in response to such employment listings, you are authorizing Company to use this information for all lawful and legitimate hiring, employment and other business purposes. Company also reserves the right, at its discretion, to forward such information to Company’s affiliates for their legitimate business purposes. Nothing in this Agreement or contained on the Site will constitute a promise by Company to review any such information, or to contact, interview, hire or employ any individual who submits such information.
Digital Millennium Copyright Act
The Digital Millennium Copyright Act of 1998 (“DMCA”) provides recourse for copyright owners who believe that material appearing on the Internet infringes their rights under U.S. copyright law. If you believe that any material residing on or linked to from the Site infringes your copyright, please send (or have your agent send) to Company’s Copyright Agent a notification of claimed infringement with all of the following information: (a) identification of the copyrighted work claimed to have been infringed, or, if multiple copyrighted works are covered by a single notification, a representative list of such works; (b) identification of the claimed infringing material and information reasonably sufficient to permit us to locate the material on the Site (such as the URL(s) of the claimed infringing material); (c) information reasonably sufficient to permit us to contact you, such as an address, telephone number, and, if available, an e-mail address; (d) a statement by you that you have a good-faith belief that the disputed use is not authorized by the copyright owner, the copyright owner’s agent or the law; (e) a statement by you that the above information in your notification is accurate and a statement by you, made under penalty of perjury, that you are the owner of an exclusive right that is allegedly infringed or are authorized to act on such owner’s behalf; and (f) your physical or electronic signature. Company’s Copyright Agent for notification of claimed infringement can be reached as follows: Copyright Agent, Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201; Facsimile: 212-796-2311; Attn: Legal. Company’s Copyright Agent for notification of claimed infringement can also be reached electronically at: legal@amplify.com. Company reserves the right to terminate infringers’ and suspected infringers’ Accounts or their access to or use of the Site.
Notice for California residents
Under California Civil Code Section 1789.3, California users are entitled to the following consumer rights notice: If you have a question or complaint regarding the Site, please contact us by writing to Amplify Education, Inc., 55 Washington Street, Brooklyn, NY 11201 or by calling us at 212–213–8177 or sending a fax to 212–796–2311. California residents may reach the Complaint Assistance Unit of the Division of Consumer Services of the California Department of Consumer Affairs by mail at 1625 North Market Blvd., Sacramento, CA 95834, or by telephone at (916) 445–1254 or (800) 952–5210.
Other terms
This Agreement does not, and shall not be construed to, create any partnership, joint venture, employer-employee, agency or franchisor-franchisee relationship between you and Company. You may not assign, transfer or sublicense any or all of your rights or obligations under this Agreement without our express prior written consent. We may assign, transfer or sublicense any or all of our rights or obligations under this Agreement without restriction. The failure of Company to exercise or enforce any right or provision of this Agreement will not operate as a waiver of such right or provision. The Section titles in this Agreement are for convenience only and have no legal or contractual effect. References to and mentions of the word “include,” “includes,” “including,” or “e.g.” will mean “including, without limitation.” References to “discretion” will mean “sole discretion.” This Agreement operates to the fullest extent permissible by law. If any provision of this Agreement is unlawful, void or unenforceable, that provision is deemed severable from this Agreement and does not affect the validity or enforceability of any remaining provisions. Without limitation, you agree that a printed version of this Agreement and of any notice given in electronic form shall be admissible in judicial or administrative proceedings based upon or relating to this Agreement to the same extent and subject to the same conditions as other business documents and records originally generated and maintained in printed form. Company will not be responsible for failures to fulfill any obligations due to causes beyond its control.
Please contact us at legal@amplify.com with any questions regarding this Agreement.
Join our User Research Community!
Help shape Amplify products.
Educators and students are at the center of what we do. That’s why we test our products with real users, visit classrooms across the country, and gather ideas and feedback from educators like you! This is how we ensure that we’re developing new products that meet your needs, as well as continuously improving our existing products to better support your classrooms.
That’s where our User Research Community comes in. This is a group of valued educators we look to for their expertise! They regularly participate in research and feedback opportunities and share their insights with our Product teams.
We hope you’ll consider joining Amplify’s User Research Community. When we have a study that’s a good fit for you, our team will reach out with details and next steps.

Why participate in user research?
Make an impact
Help influence and improve Amplify products by sharing your feedback and ideas
Get sneak peeks
Learn about new products and features that Amplify teams are working on
Connect with us
Share your thoughts and feedback directly with Amplify product development teams
Enjoy thank-you gifts
Receive incentives as a thank you for your time
What to expect
When you sign up to join the Amplify User Research Community, we’ll ask you some questions that will help us match you with research studies. When an opportunity sounds like a good fit, we’ll send you an email and share the details up front, such as study topic, research format, time commitment, and compensation. Then, you can decide if you’d like to participate.


Frequently asked questions
We’re looking for all types of educators to join our User Research Community: new Amplify users, power users, and everyone in between. We’re also looking for people who don’t use our products. If you work in a school setting or support schools, we want to hear from you. Here are some of the people we’d love to connect with:
- Classroom teachers (PreK–12)
- Biliteracy teachers
- Special education teachers
- Interventionists
- Coaches
- Curriculum directors
- School administrators
- District administrations
- Parents and caregivers
We have a separate research program for K–12 students. Learn more about our Playtesting program below.
Amplify runs a variety of research studies, and we’ll include the details of the study in our email. When you participate in one of our studies, you might be invited to:
- Talk to a researcher in a video call: Share your experiences with a specific product.
- Share your screen: Show us how you use Amplify’s products, try out a prototype, or test new features.
- Complete a survey: Answer questions about your current practices and/or preferences.
- Host a school visit: Have a few Amplify employees visit your classroom to observe our programs in action.
- Participate in a long-form study: These studies may involve a small commitment for several days or over a few weeks. You may be asked to review new materials or designs or to try something out in your classroom. Our researchers may ask you to respond to questions or take notes based on your experience using a product.
The information you provide will only be used to match you with suitable research studies and won’t be shared or sold to external parties. All data is stored on a secure server. See our Privacy Policy for more detail.
Amplify’s goal is to design welcoming product experiences. To do this well, it’s important for us to get feedback from everyone. We collect demographic information to help ensure that study participants represent the educators, students, and school environments we serve. All questions are optional and your information is kept confidential in accordance with our Privacy Policy.
You can opt out at any time by clicking unsubscribe in any of our research emails.
We typically offer e-gift cards as a way of saying thank you to those who participate in our research studies. We’ll include the exact details of the thank-you gift in the email invitation for the session. If your session is eligible for a thank-you gift card, you should receive it within five business days after completing your session. Please note that not all study participants will receive a thank-you gift.
Amplify Playtesting Program
A fun and empowering experience for kids
Students in our Playtesting Program provide feedback on new Amplify games and features as they’re being developed. Our researchers work one-on-one with students for 30 minutes at a time, inviting them to interact with new games and designs and gathering their feedback. We then integrate that feedback directly into our product development. It’s a chance for students to share their thoughts and ideas and have a real impact on the programs we’re building.

Who can participate?
Any students in kindergarten through grade 12 this school year can be part of our playtesting program, with parental permission.
What are the perks?
Aside from a fun time and a sneak peek at what’s in development, all students receive a $20 Amazon gift card for participating in a playtesting session.
When, where, and how do kids participate?
When playtesting needs arise, our User Research team will reach out to parents/caregivers to schedule a Google Meet session at a time that’s convenient for you and your child.
How can I sign my child up?
To enroll your student, please fill out this consent form. Your child will then be added to our playtesting program database. When a playtesting opportunity arises that we think would be a good fit, we’ll reach out!
Amplify’s Subprocessors
This page provides the current list of third party service providers that Amplify engages to help us provide our services and may have access to Personal Information of our customers (“Subprocessors”) as outlined in Amplify’s Customer Privacy Policy.
How to get notified of changes
Please use the “Subscribe to Updates” functionality at the top of the page to receive emails from Amplify regarding updates to the list of Subprocessors and/or changes to the information provided on this page. Should you choose not to use this functionality to receive email notifications, it is our expectation that you check the link regularly for any updates.
Our commitments regarding Service Providers
All of the Subprocessors listed below have a legitimate need to access Personal Information in order to provide their service to Amplify as a part of Amplify’s provision of the services to our customers. With regard to Subprocessors, Amplify commits to:
- Conduct due diligence on the data privacy and security measures of new Subprocessors before providing access to Personal Information and monitor on an annual basis thereafter. As part of this process, Amplify reviews the Subprocessor’s security documentation, practices, and posture to ensure alignment with Amplify’s information security program and standards;
- Enter into a written agreement which requires at least the same level of protection for Personal Information and individuals as set out in Amplify’s Customer Privacy Policy and our agreements with customers, as applicable, before providing access to Personal Information;
- Restrict the Subprocessor’s access to Personal Information to only what is necessary to fulfill our contractual obligations or as otherwise permitted under the agreements with our customers or under applicable data privacy laws; and
- Remain liable for any processing of Personal Information carried out by Subprocessors to the same extent we would be liable if performing the services ourselves.
Subprocessors
Amplify’s Subprocessors of Personal Information are:
| Subprocessor | Purpose | Location | Student Data | Educator Data |
| Amazon Web Services | Cloud hosting services | United States | |
|
| Anthology (formerly Blackboard) | Video conferencing and attendee tracking for tutoring services | United States | |
|
| Boomi, Inc. | Data integration | United States | ||
| Datadog | Performance and security monitoring | United States | |
|
| dbt Labs, Inc. | Run database queries | United States | |
|
| Egnyte, Inc. | Secure file exchange | United States | |
|
| Fivetran, Inc. | Database loading | United States | |
|
| Gainsight, Inc. | Customer support | United States | ||
| Google, LLC | Cloud hosting services | United States | |
|
| Google, LLC (Looker) | Data warehouse analytics | United States | |
|
| HubSpot | Email delivery | United States | ||
| MongoDB, Inc. | Database hosting | United States | ||
| Salesforce | Customer relationship management | United States | ||
| SchoolDay (formerly GG4L) | Secure rostering | United States | ||
| Snowflake, Inc. | Database hosting | United States | ||
| Talkdesk, Inc. | Customer support | United States | ||
| Twilio, Inc. (Sendgrid) | Email delivery | United States |
Updates
| Date of Change | Change | Notes |
| October 10, 2025 | Changed Blackboard to Anthology and GG4L to SchoolDay. Update MongoDB purpose. Added Datadog to the Students Subprocessor List. Created Educators Subprocessor List. | Anthology and SchoolDay updated their corporate branding. Added list of Educator Data Subprocessors to clarify which partners process educator data. |
| June 14, 2024 |
Removed Desmos Studio, PBC, Qualfon Data Services Group, LLC, and Zendesk, Inc. | These partners and services are no longer used for customer support. |
| July 27, 2023 |
Added Fivetran |
– |
| September 15, 2022 |
Corrected name of Desmos Studio, PBC. |
– |
| July 21, 2022 | Added Desmos Collective LLC, Google, MongoDB, Twilio, and Zendesk | These services support Mathigon.org and Desmos Classroom |
| July 20, 2022 | Added Qualfon Data Services Group, LLC | – |
| October 4, 2021 | Added Blackboard, Inc. | – |
| July 26, 2021 | Fishtown Analytics, Inc. renamed to dbt Labs, Inc. | – |
| June 17, 2021 | Updated with data warehousing and roster services providers | – |
| May 28, 2021 | Initial public posting. | – |
Supporting mCLASS® students at home
Dear educator,
Below you will find guidance and resources to support your students’ learning at home. Please visit this site again soon for updated information and materials.

How to use these materials
Guided skills practice
mCLASS® Home Connect provides resources for families to practice and reinforce important literacy skills at home. Send an email to parents in English or Spanish to let them know about it.
Caregiver-assisted reading activities
Email a packet to caregivers to help families reinforce and practice literacy skills at home.
Grade | Caregiver-assisted activity packets
K | View
1 | View
2 | View
3 | View
4 | View
5 | View
6 | View
Caregiver-assisted math activities
The mCLASS Math Activities Guide includes many activities that caregivers can do with their children. The activities focus on early elementary math skills, ranging from counting to multiplication.
When you share these activities with parents, please let them know we suggest the following substitutions:
- household objects that are easy to count (e.g. coins) instead of chips
- paper clips or rubber bands instead of unifix cubes
- paper instead of chalkboard/overhead projectors
Number cards and dot cards are at the end of the guide.
Skill Maps & Instructional Resources
The mCLASS® Interactive Skill Maps help teachers and caregivers identify early elementary students’ reading needs and find high-quality resources for addressing them.
Amplify Reading
Amplify is offering free access to a remote learning version of Amplify Reading through the end of the school year. Amplify Reading uses mCLASS benchmark data to automatically place students in the program and does not require additional enrollment data for mCLASS users. Learn how to gain access here.
Guidance on Remote Assessment
Some districts have asked for information about assessing students between now and the end of the school year. In collaboration with our research partners, we’ve created guidance for administering the following assessments remotely:
Online Assessment Suite
We’re offering a suite of online assessments, measuring comprehension, spelling and vocabulary, to help you learn about your students’ current reading skills. Learn more here.
How to Deliver mCLASS® Small Group Instruction Remotely
To help you continue building students’ literacy skills during school closures, we developed guidance on how to deliver mCLASS Small Group Instruction remotely.
How to Deliver mCLASS® Intervention Remotely
If you use mCLASS® Intervention to support struggling readers, watch videos and read guidance on how to continue serving students via your virtual learning platform. Learn more here.
Office hours
To best support you as you adjust to the new realities of remote learning, we’ve been hosting Remote Learning Office Hours for CKLA, Amplify Science, Amplify ELA, and mCLASS.
These product-specific sessions have been focused on remote learning resources, tools, and solutions.
These office hours sessions have included:
- Overviews of our remote learning resources
- Tips based on questions from educators
- A chance to share ideas about how to support students during remote learning
- Opportunities for Q&A with our Amplify team
Click below to watch a recording of a previous session.
Customer Support
Amplify’s support for teachers via email, phone, and chat related specifically to COVID-19 remote learning is available:
- Call 1-844-589-4651
- Email: COVID-19planning@amplify.com
Introduction
If your district uses firewall allowlisting by IP Address, you will need to change your firewall rules to ensure access to your Amplify products.
The appropriate IT administrator for your school or district can update your allowlist. If you have any questions, please contact Customer Services at (800) 823-1969.
Amplify Curriculum
To ensure access to all our curriculum products, add the following URLs to the appropriate district- and school-level filters. Please consult this list.
Amplify Email
In some cases, district-level spam filters may mistakenly classify Amplify messages as junk mail. Add the following domains to your allowlist to ensure important email communications are not blocked.
| DOMAIN |
| amplify.com |
| mclasshome.com |
| dibels.amplify.com |
Content
| DOMAIN | PORTS | PROTOCOLS |
| www.corestandards.org | 80 | HTTP |
Legal
| DOMAIN | PORTS | PROTOCOLS |
| www.amplify.com/customer-privacy | 80 | HTTP |
| www.amplify.com/user-terms | 80 | HTTP |
Welcome to Amplify Science!
On this page, you’ll find resources to help you get started with Amplify Science and have a great first year. Use the menu on the left side of your screen to quickly jump from section to section. Let’s dig in.

Program introduction
Onboarding: what to expect
Welcome to Amplify Science! To help you know what’s coming next, we created the following outline of the steps of the on-boarding process. You can use it as a reference.
- Administrators receive launch email
- Share the information with teachers
- Log In
- Go to RapidID portal at cps.edu/portal
- Enter your CPS username and password
- Click on the orange Amplify Icon
- Ensure your have received all materials and components
- Your teachers have access to a series of “Unboxing your materials kit” videos. These videos are an example of what you can expect when your Amplify Science kits arrive.
- K-5 materials list
- 6-8 materials list
- Attend a Professional Learning opportunity and/or access the Getting Started Resources below
- Support teachers in implementing their first unit by connecting them to the program hub resources
- Reach out to our support team at help@amplify.com with any questions
Admin tools
Administrators please see the following tools to help you support your staff in implementing Amplify Science:
Pre-launch Checklist for Teachers
Five things to consider (and share with teachers) as you being to implement Amplify Science
Elementary school resources (grades K–5)
To ensure your first day using Amplify Science in the classroom is as seamless and smooth as possible, we recommend reviewing the following checklist before the first day of school.
What’s coming to my school?
Each unit of Amplify Science comes with a hands-on materials kit. Each hands-on materials kit arrives in one to three boxes and contains:
- Consumable materials for two uses of 25 or 36 students (depending on school purchase)
- Non-consumable materials.
- Classroom wall materials.
- Premium print materials (card sorts, vocabulary rings, etc.).
- 18 copies of each Student Book (5 titles each unit) (K–1 will receive 5 big books/unit)
- A blackline master of the Student Investigation Notebook
- One set of Student Investigation Notebooks (25 or 36)
You can find complete materials lists for each unit in the following PDF. This information is also available in the digital Teacher’s Guide within the program.
On-boarding videos
Our team has created a series of short videos to help get you started with Amplify Science:
- What’s online?
- Planning strategies
- How to log in and navigate
- Guided tour
- Spanish-language supports in grades K–5
- How to use classroom slides
- K-5 Fillable PDF’s
- QR code login for students
Planning guides
As you prepare to plan for a unit, download our planning guides to help walk you through the most important resources to locate in either the print or digital Teacher’s Guide to help you plan:
Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:
- K-5 Unit Guide Resources
- Phenomena in grades K–5
- Student Books in grades K–5
- Simulations in grades 4–8
- Scope and Sequence
Middle school resources (grades 6–8)
To ensure your first day using Amplify Science in the classroom is as seamless and smooth as possible, we recommend reviewing the following checklist before the first day of school.
What’s coming to my school?
Each unit of Amplify Science comes with a hands-on materials kit. Each hands-on materials kit arrives in one to three boxes and contains:
- Consumable materials for five uses of 40 students
- Non-consumable materials.
- Classroom wall materials.
- Premium print materials (cards, maps, etc.).
- A blackline master of the Student Investigation Notebook
You can find complete materials lists for each unit in the following PDF. This information is also available in the digital Teacher’s Guide within the program.
Onboarding videos
Our team has created a series of short videos to help get you started with Amplify Science:
- What’s online?
- Planning strategies
- How to log in and navigate
- Guided tour
- Spanish-language supports in grades 6–8
- Introduction to Classwork
Planning guide
As you prepare to plan for a unit, download our planning guide to help walk you through the most important resources to locate in either the print or digital Teacher’s Guide to help you plan.
Additional resources
If you’re interested in learning more about each unit’s anchor phenomena, the Student Books in each unit, and more program features, download the resources below:
- 6-8 Unit Guide Resources
- Phenomena in grades 6–8
- Simulations in grades 4–8
- Spanish-language supports in grades 6–8
- Scope and sequence
Looking for help?
Timely technical, program, and pedagogical support
Our technical and program support is included and available from 8 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day. As a part our support, Amplify also has an Educational Support Team of former teachers and administrators who provide instructional support for every Amplify curriculum, assessment, and intervention program.
For your most urgent questions:
- Use our live chat within your program
- Call our toll-free number: 1 888 850 0945
For less urgent questions:
Reach out to our support team at: help@amplify.com
NYC Solves Regents Prep A1
Hello NYC high school math educators!
Welcome to Amplify Desmos Math NYC Solves Regents Prep A1. This sequence of lessons is specifically designed for students who passed Algebra 1 in eighth grade but did not pass the NYS Regents exam in June. The instructional resources are accessed through the Amplify Desmos Math platform, affording students a highly engaging experience to prepare them for the January administration of the Regents by reinforcing conceptual understanding.
On this site, you’ll find a variety of resources to guide you in learning more about the course and how to get started.
Ready to jump in? This quick start guide will help you take the first steps to get started. Remember to use your NYCDOE email for access.


About Amplify Desmos Math
Amplify Desmos Math 6–A1 is based on the highly rated IM K–12™ curricula from Illustrative Mathematics, with extensive enhancements that include teacher supports, interactivity, assessments, and reporting.
The program is aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework.
Your NYC Solves Regents Prep A1 course uses key lessons and activities from Amplify Desmos Math to prepare students for the A1 Regents.
NYC webinar series
Figuring out how to implement a problem-based learning approach to mathematics can be fun—and challenging. Rest assured that you will not be alone on this journey. Amplify will be by your side every step of the way. Our back-to-school math webinar series for K–8 administrators and teachers:
- Introduces the new NYC Solves initiative.
- Establishes the foundation for all educators to effectively understand and implement the NYCPS Shifts in Mathematics in their classrooms.
- Provides an overview of Amplify Desmos Math, the pre-approved NYCPS curriculum chosen to ensure every school can successfully implement these math shifts and is supported with high-level, tailored professional development and coaching throughout the process.
Please see the specific webinars and the recordings below to learn more!
On-demand webinar 1
[Aug. 29 and Sept. 3, 2024]
Would you like to learn more about the NYCPS Shifts in Mathematics and enhance your understanding of each of the five shifts?
Explore how the NYCPS math shifts are transforming mathematics education from a procedural approach to a more engaging, discoverable, and connected learning experience.
Listen to the Understanding the NYCPS Shifts in Mathematics session recording.
On-demand webinar 2
[Sept. 10 and Sept. 12, 2024]
Let’s unpack the why, what, and how to unlock every student’s mathematical mind and build math proficiency for life! In this webinar, we discuss the power of teaching our children to be skilled mathematicians through a structured approach to problem solving
Listen to the Unlocking Mathematical Minds: A Structured Approach to Problem-Based Learning session recording.
On-demand webinar 3
[Sept. 17 and Sept. 19, 2024]
For some educators, transitioning to problem-based learning might seem daunting. There is often concern that its open-ended nature could derail students from achieving mathematical goals. However, by finding the right balance between open-ended opportunities and structured classroom activities, students can be encouraged to share their thinking while meeting key learning targets. Uncover simple shifts that educators can implement to foster open-ended student thinking while maintaining focus on mathematical instructional goals.
Listen to the Making the Shift to Problem-Based Learning session recording.
Live webinar 4
[Oct. 1 and Oct. 3, 2024]
Learn More and Experience Amplify Desmos Math LIVE, an NYCPS Approved Math Curricula.
This is the final session of the series. Amplify Desmos Math New York K–A1 is math that motivates! During this session, you’ll experience a Grade 6 lesson that captures the essence of NYC Solves.
Choose from two convenient times and register below:
- Oct. 1, 2024, 9:15–10:15 a.m. EDT
- Oct. 3, 2024, 3:15–4:15 p.m. EDT
Program features to know

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

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

Visibility into student thinking
Imagine having more visibility into your students’ mathematical thinking. Now imagine students have access to this same information. With our collaborative lesson interface and teacher dashboard, students stay engaged. What’s more, they have visibility into the thinking of their peers—exposing them to a wider variety of approaches to solving the same problem.

Ready-to-teach lessons
The two tracks for scope and sequence include ready-to-teach lessons to prepare students for the A1 Regents. Lessons come complete with slides, step-by-step teaching notes, suggested student and teacher responses, tips for incorporating instructional routines, support for developing mathematical language, and links to useful resources. Teachers can also control what slides students see, giving teachers the ability to control the pace of the lesson to suit the needs of the class.
Planning for instruction
To start using the program quickly in your classroom, check out the following onboarding videos, guide, and planning resources. They cover what you need to know to get going fast.
Amplify Desmos Math Regents Prep Course Session I
NYC Solves Regents Prep A1 is customized specifically to meet the needs of students in ninth grade preparing for the Algebra 1 Regents exam. Within each document below, you’ll find the scope and sequence with course structure and lessons.

Logging in to access the program
Login instructions:
- Teachers: Log in with Amplify steps 1–3 and steps 4–6 or TeachHub (district-preferred login method)
- Administrators: Log in with Amplify or TeachHub (district-preferred login method)
- Students: Log in with Amplify steps 1–3 and steps 4–6 or TeachHub (district-preferred login method)
Questions? Check out this Tech FAQ for more information.
Additional support:
- How to navigate the platform
- How to reset student(s) password
- How to log my class out of a shared device
- Clever class logout instructions

Lesson Sampler
Amplify Desmos Math delivers the instructional power of student-centered learning in a lesson format that’s teacher-friendly and manageable.
With easy-to-follow instructional support, implementing a problem-based program is effective and enjoyable for both you and your students. Paired with the Desmos Classroom digital experience, math class becomes fun and dynamic, with plenty of opportunities for students to talk through their reasoning, work with their peers, and gain new understanding.
Additional features
Universal design
Every student is brilliant, and every student has brilliant mathematical ideas worth sharing and cultivating. Incorporating principles of Universal Design for Learning (UDL) into lessons brings students’ brilliance to the forefront. UDL is a research-based framework designed to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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

Assessments
Less exciting, but essential for learning: assessments. Amplify Desmos Math features a robust variety of formative and summative assessments, including readiness checks, exit tickets, quizzes, end-of-unit tests, and benchmarks aligned with New York State Next Generation Mathematics Learning Standards.

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

Looking for help?
Throughout your implementation, you can reach our support team by live chat, phone, or email Monday through Friday,
7 a.m. to 7 p.m. ET.
- Chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our dedicated support line for NYCPS (888) 960-0380.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can help you find a solution.

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

In this episode, Eric sits down with Aryanna Trejo, a professional learning specialist of Code.org. Aryanna shares her journey from working as an elementary teacher in New York City and Los Angeles to teaching other educators at Code.org. Eric and Aryanna chat about computer literacy within the science classroom, problem-solving skills, and ways to model productive struggle for students. Aryanna also shares ways to teach coding and computer literacy in schools, no matter the classroom’s technology level. Explore more from Science Connections by visiting our main page.
Aryanna Trejo (00:00):
I would hear teachers saying things like, “Well, I just can’t do coding; this is too hard for me; the time has passed.” And I would ask them, “Would you say that to your student about math or English?” And they would always sheepishly go, “No.” And I’d say, “Well, be as kind to yourself as you would be to your student.”
Eric Cross (00:19):
Welcome to Science Connections. I’m your host, Eric Cross. My guest today is Aryanna Trejo. Aryanna is a member of the professional learning team at Code.org. Before joining Code.org, Aryanna led computer science professional development for elementary school teachers, and served as an instructional coach for new educators. She also taught fourth and fifth grade in both New York City and in Los Angeles. In this episode, we discuss Aryanna’s journey to Code.org, where she helps educators connect coding to real life, how to use a rubber duck to solve problems, and how coding and computer science principles can be taught to students in areas without access to the internet…or even a computer. I hope you enjoy my conversation with Aryanna Trejo. So I was born and raised here, and I saw that you went to UC San Diego.
Aryanna Trejo (01:11):
I did, I did. I actually just put a deposit down on an apartment in University Heights, ’cause I’m moving back.
Eric Cross (01:16):
You’re coming back?
Aryanna Trejo (01:17):
I’m coming back. Yeah.
Eric Cross (01:19):
So if you need a classroom to visit….
Aryanna Trejo (01:21):
I would love to do more classroom observations!
Eric Cross (01:24):
Are we doing this? Let’s do—we’re making this happen.
Aryanna Trejo (01:26):
We are. Yeah. So I’ll be there. I’m moving there in April. I actually grew up in Orange County too, so I’m like a very diehard SoCal person.
Eric Cross (01:35):
So I feel like I know the answer to, hopefully—Tupac or Biggie? ‘Cause you’re on the East Coast, and you’re on the West Coast.
Aryanna Trejo (01:40):
Yeah. I like Tupac, but I have more Biggie songs committed to memory. Which is not a lot. I have “Juicy” and “Hypnotized” memorized.
Eric Cross (01:53):
All right. So you’re just memorizing, and you have the Biggie songs memorized, but not the Tupac ones.
Aryanna Trejo (01:58):
No, but I do love Tupac songs. You know, it’s like, Biggie has the flow, but Tupac has the lyrics. Nobody’s—they both have something really amazing about them.
Eric Cross (02:06):
You know, I can respect that you broke it down into both of their strengths.
Aryanna Trejo (02:11):
Thanks for buttering me up before this interview. And not….
Eric Cross (02:15):
<laugh> Oh, we already started.
Aryanna Trejo (02:16):
Huh? We already started?
Eric Cross (02:17):
We’re already started. Yeah. We’re already into this.
Aryanna Trejo (02:19):
We’re into it.
Eric Cross (02:21):
You were in the classroom, fourth and fifth grade, and you were doing TFA.
Aryanna Trejo (02:26):
I did. I did Teach For America. I was 2012, New York City Corps. Right after graduation. ‘Cause I graduated UC San Diego in 2012. So graduation was on June 17th, and I touched down at JFK on June 19th.
Eric Cross (02:40):
Even though I wasn’t in TFA, I know a lot of the fellows that are in it. And there’s just some phenomenal teachers in there. How long were you doing elementary school when you were teaching?
Aryanna Trejo (02:49):
Yeah, I taught for—well, I did, three years of teaching fourth grade. Then there happened to be an instructional coach opening in my fourth year. I took that, did some instructional coaching within the same network, and then I moved back to LA and I taught fifth grade for a year.
Eric Cross (03:11):
- And what was it like now? Did you go to Code.org right after the classroom?
Aryanna Trejo (03:17):
No, I didn’t. No. I transitioned after teaching fifth grade for a year in downtown Los Angeles, in the Pico-Union neighborhood. I ended up getting this email out of the blue from someone who had actually found me through the Teach for America job site. ‘Cause I was hitting the pavement; I was really looking to transition out of the classroom. And she invited me to interview with this company called 9 Dots. And they taught computer science to kids K–6 throughout Los Angeles and Compton. And I was like, “Sure, no problem. Let’s do it.” So I interviewed, I got the job, and yeah, that’s how I transitioned to 9 Dots. And then after almost four years there, I transitioned to Code.org, with the same person. Actually, she moved over to Code.org first, and then she helped me get this job.
Eric Cross (04:07):
Oh, that’s happened a lot—like, that relationship kinda carries over.
Aryanna Trejo (04:11):
Yeah. We’re meant to be coworkers.
Eric Cross (04:13):
Yeah. Are you still? Is she still there? Are you both still together?
Aryanna Trejo (04:17):
Yeah, we’re on the same team and it’s nice. I saw her last night for Happy Hour, with another coworker who’s in LA. So we’re tight. And she’s a wonderful, wonderful mentor to me.
Eric Cross (04:28):
That’s great. Did you have computer-science background, when you were doing elementary school teaching? Did you have—
Aryanna Trejo (04:34):
No. <laugh> Not at all. When I was teaching in New York City, I had like four desktop computers in my classroom, and we rarely used them. Which was such a shame. And then when I moved to Los Angeles and taught fifth grade there, we were a one-to-one school, and the joys of that are just amazing. It was just really wonderful to, you know, get the students used to typing on the computer, using different software to submit their assignments. Getting creative—as creative as you can get—with Google Slides. You know, to show off what they know. And stuff like that. That’s all I had, though. And you know, when I transitioned to 9 Dots I was like, “Sure, why not? Let’s give a shot.” And I learned a lot. It was really interesting, yeah.
Eric Cross (05:26):
And so now at Code.org you are…well, so my journey with Code.org, I’ve been in the classroom for eight years. Still in the classroom as of…an hour ago, I was there. <Laugh> And I use Code.org, and I feel like I’ve checked it periodically, and I feel like it’s evolved over the gaps. And I’ve seen it. It’s become more robust in the things that they offer, over the years I’ve been an educator. Just to kind of…could you give a thumbnail sketch? Like, what is Code.org? Who’s it for? Who’s the target audience? What resources are there?
Aryanna Trejo (06:00):
Yeah. So it’s for everyone. It is a nonprofit that provides curriculum and training and a platform for teachers and students. We provide curriculum for K through 12. It’s completely free. And it comes with lesson plans, slideshows, all that. We focus specifically on underrepresented groups. So we have targeted measures for Black students, for Native American students, for students who identify as female. That’s a huge part of our mission. But we’re really working to expand access to computer science to as many students as we can.
Eric Cross (06:41):
One of the things I’m hearing in your story is you were teaching in Compton; you were in Bronx, New York. One of the reasons why I got into the classroom is because of educators, and the impact they made on me in exposing me to science and technologies I’d never had access to. And that intentionality, that you’re going about it…are there…not just the code, but how you bring that across to different groups…are there strategies, or are there ways to connect this idea of coding to diverse groups and diverse audiences? Or is it kind of, the curriculum applies for everyone? ‘Cause in science, when I’m teaching, I’m always trying to make what I’m doing relevant to the backgrounds of my students.
Aryanna Trejo (07:28):
Sure.
Eric Cross (07:28):
So I’m teaching biology, and I’m trying to make this kind of connection. Sometimes it’s more organic; sometimes it feels kind of forced. Because it’s just not always a nice fit. But it sounds like Code.org is really about inclusion. And in the numbers that I’ve seen for representation, in especially computer science software engineers, the groups that you’re focusing on are not necessarily represented in the professional workforce. At least disproportionately.
Aryanna Trejo (07:54):
Yeah, absolutely. Yeah, that’s correct.
Eric Cross (07:57):
And so how do you go about being intentional about reaching groups that we don’t see in, you know, the Silicon Valley software engineers? How do you start that? Like, at a young age, do you look for specific schools in specific areas to say, “We are going to bring this to the school. We’re going out to these populations of the cities”? Because we’re just not seeing…you know, on the map, we’re not seeing anybody really doing anything with coding here. Or we’re not seeing the numbers come out of these areas, out of these cities, of students who are going into STEM or going into computer science fields.
Aryanna Trejo (08:41):
Yeah. I don’t necessarily work on the recruitment side of it, is the issue, in my position. But I do work on the professional learning, that is brought out to teachers. And we have a huge focus on equity throughout the workshops that we create from K–12. It’s something we’re really passionate about. We definitely aim to prepare teachers to teach computer science. That’s a huge part of it. Knowing the content, but also thinking through, “What does recruitment look like at your school to make sure that the demographics of your classroom match the demographics of your entire school?” Also, thinking through, “How can we make sure that female students feel included in your classroom? How can we make sure that we are, giving students creativity to think about, or we are setting students up to be creative and think about the problems that are in their community, and how they can use computer science to solve them, or at least work towards them?”
Eric Cross (09:39):
So solving real-world problems and that inclusion aspect…are there things like…you were saying “female or students who identify as female”…are there things that teachers can do to ensure that they’re being more inclusive? Or to recruit, or encourage more female students to take part? One of the things I was thinking of, that I’ve seen, is I’ve seen coding kind of camps.
Aryanna Trejo (10:06):
Sure.
Eric Cross (10:08):
That were specifically for a female audience. And that seemed to help with recruitment. Is that something that you see on your side?
Aryanna Trejo (10:16):
That’s not something that we set up, no. But the curriculum that I work with is CS Principles. And it’s offered as an Advanced Placement course, as well as an AP class. So that’s a curriculum that’s designed for students who are in grades 10 through 12. And so at that point, we can really talk to teachers and ask them what the recruitment strategy is. But in terms of strategies that teachers can use to recruit those students…I mean, I’ve heard over and over from lots of different teachers who identify as female that they didn’t think that computer science was for them, until they saw a role model in that position. And so just being a role model for those students is really wonderful.
Eric Cross (11:00):
And I see it too, with—like, we do “Draw a Scientist” activity, which is like a popular science thing—
Aryanna Trejo (11:05):
Sure, yeah, I’m familiar.
Eric Cross (11:05):
But it’s the same thing, right? Like, it fleshes out. My students don’t draw themselves as scientists. They draw what they perceive, based on what television says. I imagine with computer science, it’s probably really similar, when you think about “What’s a software engineer look like?” Do students tend to draw themselves? Or is it even a mystery? Because I don’t even know what a software engineer looks like.
Aryanna Trejo (11:28):
Yeah, absolutely. Well, one of the things we love to do with our professional learning workshops is talk about understanding yourself, your identities, how they show up in the classroom as biases. And, you know, things like stereotype threat. We see that as really important to understand, and think through, and consider, before you step into the classroom. So that you’re not, you know, coddling certain groups of students because you don’t believe that they are able to be successful in computer science. Holding all the students to the same expectations and believing that they can succeed. And computer science, I think a lot of the times people have this conception of it being this utopian, bias-less, technocratic field. When in reality, everything has bias. And people talk about algorithmic bias and facial recognition, but also the people who created computers and computer languages have their own bias that comes through. And I think it’s really important to show students that. So that they can, one, know what they’re working with, and two, make sure that they can create products that reduce that bias.
Eric Cross (12:50):
It’s like…it’s not objective, just because we’re creating software. Like, once it gets to a point of being so sophisticated…I think, like, AI software, right? With facial recognition? And we’re seeing more and more articles come out about, you know, predicting trends based on historical data.
Aryanna Trejo (13:12):
Sure.
Eric Cross (13:13):
But then, the trends and things that they’re seeing tend to target things that have happened in the past. But it also doesn’t take into consideration a lot of other factors that can lead to certain groups or populations being identified. And I’ve seen some articles lately about how your code is really just representation of what you put into it. And like you just said, your bias—if you have that, conscious or unconscious—you’re gonna put that into your code. And the input is gonna be an impact, is gonna impact the output.
Aryanna Trejo (13:44):
Yeah, absolutely. Or even just—and I’m ashamed to say this, ’cause this is an idea that came to me just recently, through an article that I read—but computers themselves have bias. The hardware assumes that you have vision, that you can see the screen, that you are able-bodied, that you can use your hands to work the keyboard, the mouse, et cetera, and that you don’t have to use assistive technology. You know, there are small things like that, where we think that technology, like I said, is this utopian, futuristic science…but there are biases throughout.
Eric Cross (14:19):
You’re absolutely right. I’ve never even—I’ve never even considered that. Even though I do use assistive tech, and figure it out, I’ve never thought from the ground up, the process is built for an able-bodied, sighted, hearing person.
Aryanna Trejo (14:31):
Exactly.
Eric Cross (14:32):
To be able to engage with the hardware. And then these other things, these tertiary things that we kind of add on, so that you can do this, but it’s not designed from the ground up for people who are, you know, different audiences, physically. So I’m glad you brought that up, though. Now I’ve seen—and I haven’t done this—but I know Hour of Code is a big thing. And this is something that’s ongoing. Can you talk a little bit about what Hour of Code is? I know it’s, it’s a big thing for the classroom teachers.
Aryanna Trejo (15:08):
Yeah. So Hour of Code is really exciting, and it’s just blossomed from something small to something tremendous. This year is gonna be the 10th Hour of Code. So what it is, is it happens during CS Education Week in December, during Grace Hopper’s—or to honor Grace Hopper’s birthday. She was a computer scientist and Navy Admiral. And basically the aim of it is to get as many students on the computer doing an hour of code, and demystify what coding is. You know, to do seed-planting. To show teachers that this is something that you can facilitate for your students. And also to show students like, “Hey, computer science is something you can absolutely do. Not just for an hour, but more if you want.” So, yeah. Now it’s worldwide, and it’s really exciting.
Eric Cross (15:58):
That’s awesome. And I think about teachers and I still hear the apologetic—when I’m helping teachers in the classroom with education technology—the self-deprecating “I’m a dinosaur; I’m not good with tech,” which is never true. Like, they’re better than they even realize. And I feel like sometimes there’s still a stigma, too. It’s like <laugh> The Simpsons’ Comic Book Store Guy. The condescending tech support person—
Aryanna Trejo (16:27):
Sure.
Eric Cross (16:28):
—who has that tone. And so I feel like some people have been so negatively impacted by that person. So I know when I’m helping people, I actually try to go full-spectrum the other side. But I’m thinking about teachers’ barrier to entry. Sometimes code is like, “Whoa.” And I don’t teach computer science. Do you see those barriers to entry, or at least the perception of them? And then, what’s the reality for like someone listening, and going, “I’m a fourth grade teacher,” or “I’m a humanities teacher in ninth grade.” What’s the perception that you see, versus reality, with the teachers that you train? Is it much more accessible than we think? Or is there a level of sophistication that you have to have coming into it?
Aryanna Trejo (17:10):
No, not at all. I know computer science, and that says a lot! <Laugh> You know, I know my own corner of computer science. And you know, that’s me being self-deprecating, too. But I think learning computer science has helped me in so many different ways that I wasn’t expecting. I recently took the GRE in hopes of, you know, getting back into grad school. And I think just the way that computer science teaches you to search for bugs in your code, or errors, and kind of tirelessly look at a problem from multiple different angles, I was able to carry that into the math that I was doing. And I noticed just a huge difference in the way that I approached it, and the way that I was open to it. But you asked a great question, in regards to the barriers to technology. In my position at 9 Dots, I was working directly with teachers to lead professional development with them. Sometimes it would be a full day; sometimes it would be an hour after school. And the one thing that I always had in my back pocket that was really useful is that I would hear teachers saying things like, “Well, I just can’t do coding; this is too hard for me; the time has passed.” And I would ask them, “Would you say that to your student about math or English?” And they would always sheepishly go, “No.” And I’d say, “Well, be as kind to yourself as you would be to your student.” You know, it takes some patience and nobody’s gonna get it perfect 100 percent of the time. Have I banged my head against the wall trying to solve one tiny little syntax error in my code? Absolutely! But it feels absolutely phenomenal to fix that. And I was an English major in undergrad, and I had never done computer science before. So it’s something that becomes really satisfying.
Eric Cross (19:07):
Yeah, I imagine. I had someone—a trainer or a presenter—one time bring up the fact that our students rarely get to see us learn in real time.
Aryanna Trejo (19:19):
Yeah.
Eric Cross (19:19):
So we don’t get to ever really model failure. I mean, unless we’re in a classroom situation <laughs> in our failures, with classroom management. Then they see it, they see it! But they don’t get to see us model learning failure. And I don’t mean like failure—and yes, I know, “first attempt is learning,” and “no such thing as failure”—that’s not what I’m talking about. But just when we’re not successful with our code, and then we experience real-time frustration.
Aryanna Trejo (19:42):
Yep.
Eric Cross (19:42):
And they said that is actually a great learning experience for your students to watch you go through productive struggle. And that was really liberating for me. Because now I’m in the classroom, and I’m trying to go through it with my students, and the beautiful thing was, they started helping me. We were all trying to solve the problem. And then we had this authentic problem-solving experience. I think it was like a Scratch program, where we were trying to solve, trying to embed it somewhere, or something. And then, in the background of the class: “Mr. Cross! I got it! I figured it out!” And it was this really neat bonding experience. And I felt that—your ears get red, and you get hot, ’cause you’re not—
Aryanna Trejo (20:19):
Oh yeah.
Eric Cross (20:20):
You don’t know it! And you’re in front of 36 kids! And I said, “OK, I need to tell them how I feel.”
Aryanna Trejo (20:25):
Yeah.
Eric Cross (20:26):
So I said, “Now I feel really frustrated.” Like, “I want to go through this, and here’s my thoughts.” ‘Cause I knew that it would be helpful if they saw and would hear my thoughts. So I just did a quick think-aloud and I said, “In my head, <laugh> I want to just quit,” I said, “But I realize that this is the part where my learning’s happening. So I just want you all to hear what’s going on in my brain.” And now I feel like when I’m doing coding with my students, and it’s just basic coding, I feel much more comfortable, like, not knowing. But I needed someone to release me from that “I have to be the expert in everything” to do it.
Aryanna Trejo (21:06):
And teachers are used to being the experts. Right? And they should be. And coding is just such a different landscape. But I think once you kind of give over to the power of tinkering, I think it’s really gratifying. I love being able to…you can revise a sentence, and then read your paragraph back to yourself in English, and say, “OK, I get it.” But there’s something so gratifying about changing a line of code or a block and then being able to hit play and watch your program come to life, and say, “Hmm, that’s not quite what I wanted. Let’s try something different.”
Eric Cross (21:39):
I love your connection to tinkering. ‘Cause—I had never thought about it—’cause I love tinkering with my hands. But I always think about physical things. But coding is exactly that. It’s tinkering.
Aryanna Trejo (21:47):
It’s exactly that.
Eric Cross (21:47):
That’s exactly what it is.
Aryanna Trejo (21:49):
And a lot of it is, for me, especially when I’m trying something new, it’s guess-and-check. It’s like, “OK, that didn’t work. What if I add a semicolon here? Will it finally work? Or what if I add a ‘for’ loop? Will this get me what I want?” And it’s wonderful because you have that with students as well. Like, you have that record of their thinking, and you can ask them to go step-by-step and tell you, you know, “First, I added this, because I wanted the program to do this,” and so on and so forth. And so you have that record, but you can always get rid of it. Students often wanna get completely get rid of it. That’s something that I’ve noticed a lot as I’ve taught computer science. But, once you can get them to target the specific parts of the program, tinker with that, and continue, that’s a really wonderful learning space. There was also something you said about modeling failure. I love the fact that in computer science you can model failure for your students. You said to your students, “I’m getting frustrated.” I love that, because I never got that in math. Nobody ever showed me what it was like to be frustrated with graphing a parabola. Right? Like, my math teachers were always like, “Doot, doot, doot, here you go, you’re done!” <Laugh> And I would get so frustrated, because it didn’t come that easily to me. And I think there’s two parts to that. So there’s modeling the learning and the thinking and the productive struggle, but also there’s the identity of being a computer scientist and modeling what that looks like. So for me, when I get really frustrated with a program, I walk away. I take five minutes. I take a deep breath. I say, “I’m not gonna think about it in these five minutes.” And I come back to it. And I think once you start teaching computer science, you can facilitate that for students. And there’s so many different strategies that they can pick up. They can pick up rubber ducking, which is where they pick up a rubber duck or a similar object, and they talk to it as if they were a partner and talk through their code. And oftentimes, as you’re rubber ducking, you’re gonna find that error, because you’re explaining it to someone who’s a stand-in for a novice. And rubber ducking is a well-known strategy for computer scientists who make it their career. You know, there’s pair programming. Some students love pair programming; some students hate it. But the students start to build this identity about how they problem-solve. And how they approach failure. And I just love that.
Eric Cross (24:31):
I’m writing this down. Because the rubber-ducking strategy, I love. I just imagine my seventh graders, a bunch of 13-year-olds with, like, rubber on the desk. And not necessarily in coding, but I was thinking in my science class. And they’re working through a challenge, and they’re all looking at this duck, and they’re talking to it. But I just love the the idea of externalizing your thought process and talking through it yourself so that you can hopefully arrive at a conclusion. But it’s such a great practice, and this is something that’s been around for a long time, apparently. So.
Aryanna Trejo (24:59):
Yeah. Yeah. It’s a real thing. And you know, you can go low-fi. It doesn’t have to be a rubber duck. You can have students talk to their pencils or their imaginary friends. That’s not the issue; the issue is, you know, talking to somebody.
Eric Cross (25:10):
I know you support teachers. But I just wanted to…I was just curious about your typical day, what that’s like. And then what you do, how you support ’em.
Aryanna Trejo (25:15):
So, at my previous job at 9 Dots, I was in there with the teachers in the classrooms. I was coaching our internal staff who went out to co-teach with teachers. And I loved that. And I had such a great impact on a local scale. But now at Code.org, I have a much broader impact. But I don’t get to interface with—that’s such a tech-y word!—I don’t get to interact with—
Eric Cross (25:42):
You work at Code.org! You get to—
Aryanna Trejo (25:42):
I know! But I’m a teacher at heart, forever, right? That’s my identity that I forged when I was 22 years old. And a typical day looks like opening up my computer, taking a look at my calendar. I often have meetings to talk about, different things that we’re doing to support our facilitators who go out to our teachers and lead their workshops for them. I recently worked on a product that was designed for CS principles, teachers, to onboard to the course if they weren’t able to get into an in-person workshop. And it’s completely self-paced, so it gives teachers an on-ramp into the course. And now I’m working on some in-person workshop agendas. So I feel really wonderful that my work is going out to thousands of teachers. But at the same time, I really, really miss talking to teachers. Because that’s something that energizes me so much.
Eric Cross (26:46):
When should students start learning computer science? I feel like we see it in this kind of narrow lane. Like, this is computer science if you make an app. Can it be more than that? As far as like the benefit of computer science? And—I guess two-part question—when should students, one, start being exposed to it? And then two, what are some of the benefits beyond just, “I wanna just make an app”?
Aryanna Trejo (27:08):
I taught coding to kindergartners. It can start as early as you as you want it to. And it doesn’t necessarily need to be on the computer. A lot of students that I worked with didn’t have computers at home, were interacting with computers for the first time. And that’s a huge barrier, of course, to a lot of teachers. But there are so many unplugged lessons that you can do to start to start to have students think about algorithms, which is just a series of steps to complete to solve a problem. As long as a student can use a computer, I think they can do computer science. There are products out there like codeSpark, where students—and Code.org has these products too—where students are moving an avatar around a board, kind of like a quadrant to…you know, they feed the directions to a computer and then the computer enacts it for them. And with that, they can learn algorithms. You know, that is computer science. And a lot of people don’t see it that way, but it really is. And it starts to set students up for more complex thinking as they move on.
Eric Cross (28:13):
One of the biggest underserved communities, geographically, are students in rural areas.
Aryanna Trejo (28:20):
Yep.
Eric Cross (28:21):
They can be reservations; they can be places just not an urban area. Is there a way to serve our communities of students and bring these skills in an unplugged way?
Aryanna Trejo (28:32):
Yeah. Yeah. If you typed in “unplugged computer science lessons” to Google, you’ll have a ton of hits. And there are so many students out there—not just in rural areas. But there’s incarcerated students. It hurts my heart to even say those words, but in urban areas too. Like in my classroom, where I only had four desktop computers. Access is a real struggle. And there’s things, like I said, instead of moving an avatar around a grid on the computer, I used to have an actual mat that I would take out to my kindergarten classrooms, lay it out, and it would have a grid on it. And we’d have one of the students act as the avatar and the rest of the students would give them directions to get to a different point on the grid. And there, you’re building an algorithm or just a series of steps. Like I said, it’s not some fancy term to solve a problem. And there’s multiple ways to solve that problem, too. And I think investigating that can be a really good way to stretch those lessons.
Eric Cross (29:32):
It almost sounds like an oxymoron, but this low-tech computer science strategy. Develop these skills and then transfer that once you have access to the tools.
Aryanna Trejo (29:39):
Yeah. Yeah. Absolutely. And I think it’s a good way for students who need kinesthetic means to start to understand something, or just different learning styles, to start transferring that over.
Eric Cross (29:53):
I probably have students in the classroom where those kinesthetic moving things would help be a great way—or WILL be a great way—for them to learn the principles and the fundamentals of coding. Instead of only giving the option to just do the computer, actually giving them some choice. Or giving them a way to be able to manipulate things. We’re still in the system of education that’s still very siloed. It’s been the same way for a hundred years. We got math and then we got science and we got English. I’m wondering, how can a teacher fit this into their daily lessons? And then, do you have any experiences or stories or things that you’ve seen, just really creative ways that you’ve seen teachers incorporate this? Outside the norm of, “This is a computer science class; we’re just gonna code.” But have you seen it branch out? In the trainings that you’ve done?
Aryanna Trejo (30:40):
I’ve seen examples of that. I’ve seen a teacher use Scratch to demonstrate different climates of California, and show the different climates. This past year for Hour of Code, my friend Amy—the one who helped me move to 9 Dots and at Code.org—she created this incredible tutorial called Poetry Bot. And it was a way to get students to match the mood of the poem to some of the elements that were happening in the stage. So they would have different backgrounds show up at different parts of the poem. When the words would show up, they would have different sprites show up. They would have, sometimes, sounds. Or the text would show up with different animations. So there are cross-curricular opportunities everywhere, if you can be creative enough to find them, or if you beg, borrow, steal from other educators who are doing this incredible work out there.
Eric Cross (31:36):
Yeah. I say this all the time, but I’m an educational DJ, not an MC.
Aryanna Trejo (31:44):
Oh yeah.
Eric Cross (31:45):
So MCs write their lyrics and DJs remix with things that other people have done.
Aryanna Trejo (31:48):
Absolutely.
Eric Cross (31:48):
I was like, I’m a DJ. I was like, all day. Sometimes I’ll write a lyric, once or twice, but most of the time I’m remixing things. So teachers, if you’ve been out there and you got an awesome interdisciplinary thing, or you’ve incorporated coding and it’s something that’s traditionally not seen, please send it to us. Share it with us.
Aryanna Trejo (32:03):
Yeah. And there are so many different places where you can find that. We have a forum for Code.org, but there’s also CSTA, the Computer Science Teachers Association. You can join your local chapter and get to know other computer science teachers out there.
Eric Cross (32:19):
I guess…to wrap up, I’ve been using Scratch programming, the MIT website. My students do the basic animated name, CS First, stuff. But over the years, I’ve noticed that my students are coming in with a higher level of sophistication in Scratch to where now the differentiation…some of my students are just doing very basic…and then I have other students who’ve created full-on video games with complex…like, you look at their Scratch page and it’s just an amazing amount of blocks and integrations and things that they have. Is there anything on Code.org that could be a next step? That takes them beyond, maybe like the visuals? And if so, what would be a good next step, to take students to advance them to another platform? There’s so many coding languages out there, I feel like. Or I might not even be thinking about that the right way.
Aryanna Trejo (33:20):
No, I think you are. You know, we have three different curricula out on our website right now. We have CS Fundamentals, which is probably more in line with what you’re talking about. We have a free CS Discoveries curriculum, and that is designed for, grades, I believe, 6 through 10. And that would be a really good entry point, for both teachers and for students.
Eric Cross (33:44):
There’s a lot of new stuff that I hadn’t seen yet, a few years ago.
Aryanna Trejo (33:49):
Yeah.
Eric Cross (33:49):
So I was really excited.
Aryanna Trejo (33:50):
One thing that I do know is that CS Discovery has just added an artificial intelligence slash machine-learning unit, that you can just pick up and give to your students. You don’t have to go in order with CS Discoveries, like you do with CS Principles. And I’ve gone through some of those lessons. They are really rad. And I would’ve loved to have learned that when I was in middle school or high school. So yeah, we’re constantly thinking of how we can make things one, relevant to our students, and two relevant to what’s going on in the world.
Eric Cross (34:20):
So would I be overselling it if I said, “If you go through this, you’ll be able to create an AI or a neural net to do all your homework”?
Aryanna Trejo (34:26):
You would be overselling it.
Eric Cross (34:27):
I would be? OK. So what I’ll do is, I’ll wait until the end of the school year, and then introduce it, and then by the time they’ve realized it’s not true, they’ll be eighth graders.
Aryanna Trejo (34:35):
There you go. Good old bait-and-switch.
Eric Cross (34:37):
You’re amazing. Thank you for serving teachers, and for being part of such a great organization that puts out great stuff. So much free curricula for teachers to be able to use. Especially nowadays we hunt and scour the internet for those types of things. And to be able to bring computer literacy into the classroom, and with your focus of serving communities of underrepresented groups, it feels good to know that not only is it high-quality material, but it’s also trying to raise everyone up. Because ultimately when we have more people trying to solve a common problem, we come up with better solutions. And I was talking to somebody who was a materials engineer somewhere in Europe, and he said one of the things about the U.S., As he was critiquing me on this flight, critiquing the U.S., He said, “One of the things about your country is that you have a heterogeneous group of people who, in a group, when you have multiple perspectives attacking a problem, you come up with more novel solutions.” He says, “That’s one of the great things, is that there’s not necessarily just a hive mind.” And I think that that’s one of the great things. We uplift different communities, and we uplift women, people of color, people who, have backgrounds that parents didn’t go to college but have these amazing qualities and strengths. And we put everybody focusing on the same issue. We come up with novel solutions that we wouldn’t have come up with if only select groups were trying to look at it and solve it. And so—.
Aryanna Trejo (36:22):
Yeah.
Eric Cross (36:23):
And we couldn’t do that without organizations like yours, that help empower teachers. So.
Aryanna Trejo (36:27):
Yeah! You really said it.
You’re coming to my classroom when you’re back in San Diego?
Aryanna Trejo (36:31):
Yeah! I totally will. Yeah. Let’s make it happen.
Eric Cross (36:34):
Last question. If you think back in your schooling, your own schooling, K through college, is there a person or a teacher that had a big impact on you? Or a learning experience that had an impact on you? And it could be, you know, positive or negative. But something that impacted you, even to this day, that stands out to you, that you remember?
Aryanna Trejo (36:56):
This is a big diversion from the topics that we’re talking about. But in grades 10 through 12, my drama teacher, Mr. Byler, who I still talk with, was such a huge impression on me. Really wonderful. And I couldn’t tell you the teaching moves that he did that were wonderful. I don’t know much about his management. But I can tell you that he gave me space to be confident, and grow into myself, through drama productions. They were high school productions, so they weren’t amazing. But I just really came into myself in high school, because I had the confidence to get on stage. And he was just such a wonderful mentor to all of us. So, props to Mr. Byler.
Eric Cross (37:39):
Shout out to Mr. Byler for creating space for Aryanna to fly! Thanks for making time, after your workday, to talk with us and to share Code.org with teachers.
Aryanna Trejo (37:54):
Of course. Happy to.
Eric Cross (37:59):
Thanks so much for joining me and Aryanna today. We want to hear more about you. If you have any great lessons or ways to keep student engagement high, please email us at stem@amplify.com. Make sure to click subscribe wherever you listen to podcasts. And join our brand new Facebook group, Science Connections: The Community for some extra content.
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.
Meet the guest
Aryanna is a member of the Code.org Professional Learning Team. Before joining Code.org, Aryanna led computer science professional development for K-6 teachers and served as an instructional coach for new educators. She also taught fourth and fifth grade in New York City and Los Angeles. In her spare time, Aryanna loves taking advantage of the California sunshine, creating wheel-thrown pottery, and hanging out with her dog Lola.

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:
Amplify Desmos Math for Baltimore County Public Schools
Welcome, Baltimore City community!
Amplify Desmos Math is a new, curiosity-driven program that supports teachers in building their students’ math proficiency for life. On this site, you’ll find a variety of resources to guide you in learning more about what Amplify Desmos Math has to offer.
About the program
Amplify Desmos Math makes it easy for both teachers and students to make the shift to a problem-based approach by providing captivating activities, powerful teacher-facilitation tools, and lots of support for differentiation and practice.
We’ve combined interactive problem-based lessons with explicit instruction, reinforcement, and practice to enable students to develop math proficiency that lasts. Lessons set a strong foundation in procedural and fact fluency, deepen understanding of concepts, and enable students to apply learning to real-world tasks.
Amplify Desmos Math will be available for 2025–26 school year implementation. Interested districts can pilot the Beta release starting fall 2024.


Structured approach to problem-based learning
- Differentiation and personalized practice
- Easy-to-follow instructional guidance
- Robust assessments and reports
- Spanish student materials

Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has fully compatible print and digital materials for a collaborative classroom

Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Explicit guidance for teachers on what to look for and how to respond
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking
Figuring out Problem-Based Learning
Figuring out how to implement a problem-based learning approach to mathematics can be fun and challenging. Rest assured that you will not be alone on this journey. Amplify will be by your side every step of the way.
In the short videos below, Fawn Nguyen (Math Teaching and Learning Team, Former Math Coach and Teacher) and John Hoogestraat (Math Product Specialist, Former Math Coach and Teacher) share their thoughts about the power of Amplify Desmos Math.


Scope and sequence
Click the links below to view the program scope and sequence for grades K–5 and for grade 6–Algebra 1.
Start your digital review
Amplify Desmos Math expands on Desmos Math 6–A1 (which received all-green ratings from EdReports) with beautiful print resources, and robust practice, differentiation supports, assessment and reporting. Read the review on EdReports.
To review Desmos Math 6–A1 lessons click the orange button below, then click “Sign In” and use the following login credentials:
Email: desmos-program+BCPS@amplify.com
Password: Desmos1

Preview lessons
Check out the links below to explore our interactive digital lessons, as well as preview pages from the Teacher Editions and Student Editions. Watch our quick walkthrough video for tips on navigating our lesson resources.
In addition to the sample lessons below, you can view a sampler of Amplify Desmos Math mini-lessons. Amplify Desmos Math mini-lessons are 15-minute lessons aligned to the most critical topics throughout a unit. Teacher-led mini-lessons are used to provide targeted intervention to small groups of students who need additional support or to re-engage students with content that they may need more time on.


Grade 1, Unit 3, Lesson 15: 10-frames and Towers

Grade 2, Unit 1, Lesson 3: Ways to Make 10

Grade 7, Unit 6, Lesson 14: Unbalanced Hangers

Grade 8, Unit 4, Lesson 4: More Balanced Moves

Algebra 1, Unit 2, Lesson 6: Shelley the Snail
Looking for help?
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

Ready to learn more?
Sign up to be among the first to preview Amplify Desmos Math.
Welcome to Amplify Desmos Math!
Your Amplify Desmos Math Experience Kit includes teacher and student materials for one sub-unit of instruction to try in your classroom. Click the orange button below to access the digital lessons for your grade.

About the program
Our structured approach to problem-based learning systematically builds on students’ curiosity to develop lasting grade-level understanding.
Amplify Desmos Math combines and connects conceptual understanding, procedural fluency, and application. Lessons are designed with the Proficiency Progression™, a model that provides teachers with clear instructional moves to build from students’ prior knowledge to grade-level learning.


Structured approach to problem-based learning
- Differentiation and personalized practice
- Easy-to-follow instructional guidance
- Robust assessments and reports
- Spanish student materials

Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has fully compatible print and digital materials for a collaborative classroom

Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Explicit guidance for teachers on what to look for and how to respond
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking
Experience Kit digital lessons
Use the grade-specific links below to explore our interactive digital lessons. Learn more about assigning a lesson to your class using a single-session code.
In addition to the sample lessons below, you can view the Experience Kit brochure, which includes helpful print and digital navigation tips.


Grade 3, Unit 6: Measuring Length, Time, Liquid Volume, and Weight

Grade 4, Unit 6: Multiplying and Dividing Multi-Digit Numbers
Looking for help?
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

Ready to learn more?
Sign up to be among the first to receive updates about Amplify Desmos Math.
Welcome, Amplify Math families and community to Amplify Desmos Math High School (AGA, Integrated 1–3)!
Welcome to Amplify Desmos Math! Below, you’ll find links to sample lessons, scope and sequence, and more information about our AGA and Integrated high school math programs.
Algebra 1, Geometry, Algebra 2, and Integrated 1 are available for Beta implementations and pilots in 2025–26. Integrated 2–3 will be available for the 2026–27 school year.

About the program
Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.


Structured approach to problem-based learning
- Easy-to-follow instructional guidance
- Robust assessments and reports
- Spanish student materials (available 2026–27)

Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has compatible print and digital materials for a collaborative classroom

Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Explicit guidance for teachers on what to look for and how to respond
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking

Scope and sequence
Click the link below to view the program scope and sequence.
Preview lessons
Check out the links below to explore our interactive digital lessons. Download a navigation guide for tips on navigating the print and digital program components.


Integrated 2
Coming in 2026–27!

Integrated 3
Coming in 2026–27!
Looking for help?
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

Ready to learn more?
Amplify Desmos Math New York high school
Welcome to Amplify Desmos Math! Below, you’ll find information about the program, login credentials to access the digital curriculum, and additional resources to support your review.

About the program
Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.

Structured approach to problem-based learning
- Easy-to-follow instructional guidance
- Robust assessments and reports
- Explicit guidance for teachers on what to look for and how to respond

Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Compatible print and digital materials for every lesson to foster a collaborative classroom

Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking
- Student Notes pages to prepare students for college-level skills
Scope and sequence and standards alignment
Click the link below to view the program scope and sequence, alignment to standards, and alignment to the NYC DOE Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework


Experience Amplify Desmos Math New York.
Explore our digital program to review content from Algebra 1, Geometry, and Algebra 2. To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: t.math-adm-ny-hs@tryamplify.net
Password: AmplifyNumber1
Resources to support your review
To learn more about Amplify Desmos Math New York, including pedagogical philosophy, origins, implementation examples, and nationally recognized independent reviews, please download the following documents:

Looking for help?
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.
Educator Spotlight submission
Do you love using Amplify programs? Do you have helpful program implementation tips that you’d like to share with your fellow educators? Or, do you know a teacher who deserves to be celebrated for their work with their Amplify program(s)? Share your advice with us or tell us about an amazing Amplify educator. We’ll share your submission in an upcoming newsletter and social media post!
If you have any questions, please email educatornewsletter@amplify.com.

Submit your spotlight
All Amplify customers:
Can speak directly with a customer support representative through numerous channels:
- Live Chat is available from 8:00 a.m. – 6:00 p.m. Eastern Time, Monday through Friday.
- You can also call us at our toll-free number at (800) 823-1969 from 7:00 a.m. to 7:00 p.m., Eastern Time, Monday through Friday.
- For a response within 24 hours, e-mail help@amplify.com.
For mCLASS educators:
You will find a wealth of information to support your implementation at mclass.amplify.com under the Training tile. Our online help system is also a great resource.
In addition, our Educational Support Team can provide help administering assessments, interpreting results, and planning for instruction or intervention. Email them at edsupport@amplify.com.
For CKLA educators:
You will find a wealth of information to support your implementation at ckla.amplify.com/professionallearning using your Amplify credentials.
All the best,
Amplify’s PD Team
A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

Back to school 2020–21 updates
Back to school 2020 is coming! Click here for more information on all of the improvements and new features we’re adding to Amplify Science for the new school year.
Program introduction
Onboarding: what to expect
Welcome to Amplify Science! To help you know what’s coming next, we created the following outline of the steps of the onboarding process. You can use it as a reference.
Administrators receive launch email
- Share the information with teachers
- Submit the shipping survey sent to your email
Log In
- Go to learning.amplify.com
- Click on Log in with Clever or Google
- Enter your FCPS credentials
- Demo Account for full access to Amplify Curriculum without access to personalized class rosters:
- Go to learning.amplify.com
- Click on login with Amplify
- Username: t.Fayette2020@tryamplify.net
- Password: AmplifyNumber1
Ensure you have received all materials and components
- Teachers have access to a series of “Unboxing your materials kit” videos. If you’re interested in watching those, click here.
Check out the professional learning opportunities and/or access the Getting Started Resources below.
If you need assistance, please see the help resources or reach out to your Educational Partnerships Manager or PD manager at caffleck@amplify.com, pworks@amplify.com with any questions.
6–8 resources
To ensure your first day using Amplify Science in the classroom is as seamless and smooth as possible, we recommend reviewing the following checklist before the first day of school.
What’s coming to my school?
Each unit of Amplify Science comes with a hands-on materials kit. Each hands-on materials kit arrives in one to three boxes and contains:
- Consumable materials for five uses of 40 students
- Non-consumable materials
- Classroom wall materials
- Premium print materials (card sorts, vocabulary rings, etc.).
You can find complete materials lists for each unit in the following PDF. This information is also available in the digital Teacher’s Guide within the program.
Onboarding videos
Our team has created a series of short videos to help get you started with Amplify Science:
What’s online?
Planning strategies
How to log in and navigate
NGSS introduction
Introduction to Classwork
Planning guide
As you prepare to plan for a unit, download our planning guide to help walk you through the most important resources to locate in either the print or digital Teacher’s Guide to help you plan.
Additional resources
- If you’re interested in learning more about each unit’s anchor phenomena and more program features, download the resources below:
Amplify Science Overview Video
Amplify Science 6–8 Form F Citation Video
Spanish Resources
List of Amplify Science Spanish resources designed to support multilingual/English learner classrooms and all multilingual models.
NM Form F Correlations
Access your digital samples
For your digital review of Amplify Science 6–8, follow these steps:
- Locate your Digital Review Flyer in the binder included with your print samples
- Click the “Log in to 6-8 Amplify Science” button below
- Enter the unique credentials found on your Digital Review Flyer
- Start exploring!
Don’t forget to view the Amplify Science 6–8 Form F Citation Video above for navigation tips!
Technical Requirements & Support
Technical Requirements for Amplify Science
For technical/digital support, contact:
Violet Wanta, VP Product Core Platform
Cell Phone: 203-980-2076
Email: vwanta@amplify.com
Program Knowledge & Additional Support
For program questions or additional support, contact:
Matt Reed, VP Science
Cell Phone: 347-668-4537
Email: mreed@amplify.com
Amplify Science Overview Video
Ampify Science K–5 Form F Citation Video
NM Form F Correlations
Spanish Resources
Amplify Science Spanish resources designed to support multilingual/English learner classrooms and all multilingual models.
Access your digital samples
For your digital review of Amplify Science K–5, follow these steps:
- Locate your Digital Review Flyer in the binder included with your print samples
- Click the ‘Login to K–5 Amplify Science’ button below
- Enter the unique credentials found on your Digital Review Flyer
- Start exploring!
Don’t forget to view the K–5 Form F Citation Video above for navigation tips!
Technical Requirements & Support
Technical Requirements for Amplify Science
For technical/digital support, contact:
Violet Wanta, VP Product Core Platform
Cell Phone: 203-980-2076
Email: vwanta@amplify.com
Program Knowledge & Additional Support
For program questions or additional support, contact:
Matt Reed, VP Science
Cell Phone: 347-668-4537
Email: mreed@amplify.com
Program overview
Boost Math is a personalized learning math instruction and practice program. The game-based experience engages all students in grade-level mathematics in ways that prepare them for success in, and build enthusiasm around, algebra and later math.
Student experience
When students click on their Curioso icon, they are taken into their quest. Quests consist of brief narrative scenes, punctuated with skill practice in the form of games. Once a student completes a scene, their very own collection of personalized skill games appears on the right side of the screen. Students can play these games in any order.
- Students in grades 1 and 2 will experience games related to comparing numbers, measuring, and more.
- Students in grades 3, 4, and 5 will experience games related to fractions, area, multiplication, and more.
- Students will also experience activities known as “Makers,” which are open-ended activities within each quest related to the quest narrative, giving students an opportunity to apply different math applications to the real world.
Note: This is an early subsection of the product. Some content may be appropriate for some students, but difficult for others. This is feedback we want to hear. The designs are also still in-progress, with many aspects yet to be featured. We welcome all suggestions!
Implementation guidelines
We recommend that students should play for a total of 60 minutes per week, broken up into 3–4, 15–20 minute sessions. Consider using Boost Math during the following times:
- Small group or centers time
- Choice time
- During intervention blocks
- After school
- At home
- Remote learning
Getting your students online

Instruct students to navigate to learning.amplify.com, and log in using the method you typically use when logging into Amplify Reading.

Find and click on the icon for Boost Math, as shown above.

Students will then see the screen showing Sequence Falls, the location in which their Boost Math journey takes place.
Troubleshooting guide
To clear your Chrome browser cache/cookies:
- On your computer, open Chrome.
- At the top right, click the three vertical dots.
- Click More Tools, Clear browsing data.
- At the top, choose a time range, select All time.
- Check the boxes next to “Cookies and other site data” and “Cached images and files.”
- Click Clear data.
- From the Safari menu at the top of the screen, select “Safari”
- Select “Preferences” from the drop-down menu
- Open the “Privacy” tab
- Select the “Manage Website Data” button
- Choose “amplify.com” from the list of sites
- Select the “Remove” button
- Select “Done”, then close the window
Please check to ensure “cookies” are accepted on your device.
If you still receive an error message or blank screen when accessing an Amplify page, please email Aya Bukres.
Please email Jehan Miah to confirm your login credentials.
To reset your Amplify password: click Login with Amplify, then click the Forgot Password link. If you do not receive an email with password reset instructions, please check your Spam folder. To ensure messages to not go to your Spam inbox, make sure to include the following addresses as trusted sources:
- do-not-reply@amplify.com
- noreply@amplify.com
- noreply@welcome.amplify.com
Administrators, welcome to mCLASS!
Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.

Onboarding: What to expect
Welcome to mCLASS! There are six basic steps to onboarding. Use this visual as a reference, but also know that our dedicated implementation team will be there to support you during the entire process.
Technology requirements and guidelines
To ensure that your hardware and network meet the minimum technical requirements for performance and support of mCLASS, please see Amplify’s customer requirements page.
You’ll also want to add the URLs on this page to the corresponding district- or school-level filters so that your teachers and students can access their mCLASS materials.
Data sharing agreement
Partnering with Amplify through our data sharing program deepens learning outcomes and gives you the performance analysis you need to make impactful decisions within your district or school. By signing our data sharing agreement, your district will help us to better understand student performance as it relates to your state’s standards. It also allows us to compare results with the curriculum-embedded assessments and state-level assessments. These analyses will help you identify the areas where your teachers and students are excelling or may be experiencing challenges.
Stay tuned for additional updates.
Enrollment and licensing overview
During the enrollment and licensing call, your Amplify implementation partner will walk you through the enrollment process. We recommend exploring the enrollment web tool ahead of the call for suggestions on which enrollment method may be best for your district.
The following guides provide additional information about enrollment methods and the data sharing process.
You can also reference the mCLASS Enrollment Help collection for additional information.
Preparing for your materials
If you have ordered printed assessment kits, you or the materials coordinator at your school or district will receive a shipping logistics survey to ensure a smooth delivery. It is critical that this survey be completed prior to the shipment of materials. If your school or district has not received a survey, reach out to your Amplify implementation manager.
What’s included in the kits?
Below you will find a list of the print materials included in each mCLASS kit.
DIBELS 8th Edition
The mCLASS DIBELS® 8th Edition kits are grade-specific and contain the student materials for assessment with mCLASS software. K–6 (Kits for each grade sold separately):
- How to Get Started with mCLASS one sheet
- Student Benchmark Assessment materials
- Student Progress Monitoring Assessment materials
- Assessment Administration and Scoring manual
Maze administration:
- Maze for grades 2–6 is typically administered online to a group of students, each on their own computer or device. No printed materials are needed.
- If your school does not have sufficient student devices or if your students are not yet ready for online assessment, you may administer Maze with paper and pencil and enter the scores manually. Get more information.
Materials for additional assessments in the mCLASS suite
For customers who use Text Reading and Comprehension (TRC), IDEL®, TRC Spanish, mCLASS® Math, and/or Intervention, we provide the following:
TRC Atlas Benchmark kit
- 76 leveled readers covering levels A–Z (both fiction and nonfiction)
- Tabs to organize books by level grouping
- Information pamphlet
mCLASS: Math
Kindergarten and grade 1 combination kit
- Activities Guide
- Counting chips
- Screening and Progress Monitoring student materials
Grade 2 kit
- Activities Guide
- Counting chips
- Screening and Progress Monitoring Teacher Guide and answer key
- Screening and Progress Monitoring forms 1–10
Grade 3 kit
- Activities Guide
- Screening and Progress Monitoring teacher guide and answer key
- Screening and Progress Monitoring forms 1–10
Multi-grade kit, including K–3
- All materials listed above
IDEL
IDEL Multi-grade kit (K–3):
- Kit includes K–3 student and teacher materials
TRC Spanish
TRC Spanish Benchmark kit (K–3)
- 20 leveled readers covering Descrubriendo la Lectura (DLL) levels 1–24 (both fiction and nonfiction)
- Information pamphlet
- 16 additional texts available online via the mCLASS home training page
Intervention
K–3 and 4–6 kits (sold separately)
- Printed cards
- Puppet
- Whiteboard
- Sticker book
- 25 resealable bags
- Magnifying glass
- Burst® binder
- Burst messenger bag
- User Guides
- Accordion file
- Burst posters
- Light blue carrying case (includes double-tipped markers, dry erase markers, counting chips, and sand timers)
- Assessment books
Announcements
Use stimulus funding to drive transformation
Learn about ESSER I, II, and III funding (or CARES, CRRSA, and ARP) and how to use these funds to help with learning recovery and acceleration. Districts have significant flexibility in how to use the ESSER money, with ESSER II and III specifying that some of the funds should be used to address unfinished learning. All Amplify programs and services meet the criteria for the funding. Get more information about funding and timelines.
Next steps: How do I support my teachers?
Logging in to mCLASS Home
mCLASS Home is where you will access mCLASS Reporting, Instruction, and other helpful resources. Teachers can log in by navigating to mclass.amplify.com.
Setting up your assessment device
Assessments are administered using the mCLASS app. The mCLASS app is installed by creating a shortcut from your school’s preferred web browser on the desktop or home screen of a teacher’s device. Share this link with teachers for best practices specific to their device’s operating system.
Professional development
We partner with every district to make sure the mCLASS rollout meets their unique needs. Check out our professional development site to get a better understanding of what our team has to offer.
Contact us
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We’ve developed an educational support team of former teachers and administrators who provide pedagogical support at no cost to educators using our programs. This free service includes:
- Support with administering and interpreting assessment data and more.
- Guidance for developing lesson plans and intervention plans.
- Recommendations and tips for day-to-day teaching with mCLASS.
To reach our pedagogical team, click the orange icon while logged into mCLASS to get immediate help, call (866) 629-2446, or email edsupport@amplify.com.
Timely technical and program support
Our Customer Care and Support team is available Monday through Friday, 7 a.m. to 9 p.m. ET, and Sunday, 10 a.m. to 6 p.m. ET, through a variety of channels:
- Live chat: Click the orange icon while logged into mCLASS to get immediate help in the middle of the school day.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com.
Join our community
Our mCLASS Facebook group is a community of mCLASS educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.
Administrators, welcome to Amplify Reading!
Here you’ll find information about enrollment and licensing, technical requirements, professional learning resources, and more.
Onboarding: What to expect
Welcome to Amplify Reading! There are six basic steps to onboarding. Use this visual as a reference, but also know that our dedicated implementation team will be there to support you during the entire process.
Technology requirements and guidelines
To ensure that your hardware and network meet the minimum technical requirements for performance and support of your curriculum products, please see Amplify’s customer requirements page.
You’ll also want to add the URLs on this page to the corresponding district- or school-level filters so that your teachers and students can access their Amplify Reading materials.
Data sharing agreement
Partnering with Amplify through our data sharing program deepens learning outcomes and gives you the performance analysis you need to make impactful decisions within your district or school. By signing our data sharing agreement, your district will help us to better understand student performance as it relates to your state’s standards. It also allows us to compare results with the curriculum-embedded assessments and state-level assessments. These analyses will help you identify the areas where your teachers and students are excelling or may be experiencing challenges.
Stay tuned for additional updates.
Enrollment and licensing overview
During the enrollment and licensing call, your Amplify implementation partner will walk you through the enrollment process. We recommend exploring the enrollment web tool ahead of the call for suggestions on which enrollment method may be best for your district.
The following guides provide additional information about enrollment methods and the data sharing process.
Administrator Reports
Self-service Administrator Reports allow insight into activation, usage, growth, progress, and instruction overviews illustrating how students are performing within the adaptive program.
Access will be limited to district and school administrators. Administrators can directly access these reports at my.amplify.com/admin-reports.
Announcements
Summer extension
With summer fast approaching, we recognize that some districts may be extending the school year and/or continuing the use of Amplify curriculum and programs for summer instruction. If your summer instruction will continue past June 30 and/or you need to make rostering or enrollment changes, follow our guidance on extending your rollover date.
Use stimulus funding to drive transformation
Learn about ESSER I, II, and III funding (or CARES, CRRSA, and ARP) and how to use these funds to help with learning recovery and acceleration. Districts have significant flexibility in how to use the ESSER money, with ESSER II and III specifying that some of the funds should be used to address unfinished learning. All Amplify programs and services meet the criteria for the funding. Get more information about funding and timelines.
Next steps: How do I support my teachers?
Professional development
We partner with every district to make sure the Amplify Reading rollout meets their unique needs. Check out our professional development site to get a better understanding of what our team has to offer.
Advice and answers
We have an array of online resources available to address educators’ questions. As they get started with the curriculum, we encourage educators to visit the Amplify Reading help site to read through tutorials and search for topics they want to learn more about.
Contact us
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support at no cost to educators using our programs. This free service includes:
- Guidance for developing lesson plans and intervention plans.
- Information on where to locate standards and other planning materials.
- Recommendations and tips for day-to-day teaching with Amplify Reading.
- Support with administering and interpreting assessment data and more.
To reach our pedagogical team, click the orange icon while logged into the curriculum to get immediate help, call (866) 629-2446, or email edsupport@amplify.com.
Timely technical and program support
Our Customer Care and Support team is available Monday through Friday, 7 a.m. to 9 p.m. ET, and Sunday, 10 a.m. to 6 p.m. ET, through a variety of channels:
- Live chat: Click the orange icon while logged into the curriculum to get immediate help in the middle of the school day.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com.
Join our community
Our Amplify Reading Facebook group is a community of Amplify Reading educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.
Welcome, Arizona reviewers!
Inspiring the next generation of Arizona scientists, engineers, and curious citizens. Amplify Science is a brand-new, engaging core curriculum designed for three-dimensional, phenomena-based learning.

A powerful partnership
Amplify Science was developed by the science education experts at the University of California, Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.
The Lawrence Hall of Science
The University of California, Berkeley’s Lawrence Hall of Science is a recognized leader in PreK-12 science education, producing groundbreaking curriculum products for more than 40 years, including the international award-winning Seeds of Science/Roots of Reading®. The Hall’s curriculum materials are used in one in four classrooms across the nation.
Amplify
Amplify has been pioneering digital education products for more than 15 years, empowering teachers across the country to offer more personalized instruction and accelerate the potential of their students to become more active, engaged learners. Amplify has supported more than 200,000 educators and three million students in all 50 states.
Elementary school curriculum
Grade K
- Needs of Plants and Animals
- Pushes and Pulls
- Sunlight and Water
Grade 1
- Animal and Plant Defenses
- Light and Sound
- Spinning Earth
Grade 2
- Plant and Animal Relationships
- Properties of Materials
- Changing Landforms
Grade 3
- Balancing Forces
- Inheritance and Traits
- Environments and Survival
- Weather and Climate
Grade 4
- Energy Conversions
- Vision and Light
- Earth’s Features
- Waves, Energy, and Information
Grade 5
- Patterns of Earth and Sky
- Modeling Matter
- The Earth System
- Ecosystem Restoration
Middle school curriculum – Domain Model
Earth and Space Science
- Launch:
Geology on Mars - Plate Motion
- Engineering Internship:
Plate Motion - Rock Transformations
- Earth, Moon, and Sun
- Ocean, Atmosphere, and Climate
- Weather Patterns
- Earth’s Changing Climate
- Engineering Internship:
Earth’s Changing Climate
Life Science
- Launch:
Microbiome - Metabolism
- Engineering Internship:
Metabolism - Traits and Reproduction
- Populations and Resources
- Matter and Energy in Ecosystems
- Natural Selection
- Engineering Internship: Natural Selection
- Evolutionary History
Physical Science
- Light Waves
- Launch:
Harnessing Human Energy - Force and Motion
- Engineering Internship:
Force and Motion - Magnetic Fields
- Thermal Energy
- Phase Change
- Engineering Internship: Phase Change
- Chemical Reactions
Middle school curriculum – Integrated Model
Grade 6
- Launch:
Microbiome - Metabolism
- Engineering Internship:
Metabolism - Traits and Reproduction
- Thermal Energy
- Ocean, Atmosphere, and Climate
- Weather Patterns
- Earth’s Changing Climate
- Engineering Internship:
Earth’s Changing Climate
Grade 7
- Launch:
Geology on Mars - Plate Motion
- Engineering Internship:
Plate Motion - Rock Transformations
- Phase Change
- Engineering Internship: Phase Change
- Chemical Reactions
- Populations and Resources
- Matter and Energy in Ecosystems
Grade 8
- Evolutionary History
- Launch:
Harnessing Human Energy - Force and Motion
- Engineering Internship:
Force and Motion - Magnetic Fields
- Light Waves
- Earth, Moon, and Sun
- Natural Selection
- Engineering Internship: Natural Selection
Standards correlations
Download a full correlation to the Arizona Science Standards.
Spanish-language support
Amplify Science is committed to providing support to meet the needs of all learners, including multiple access points for Spanish-speaking students. Developed in conjunction with Spanish-language experts and classroom teachers, multiple components are available in Spanish across the Amplify Science curriculum.
Spanish-language materials include:
Program Guide
For more information about the program, see our
Amplify Science Digital Program Guide.
Watch the video walkthroughs
Elementary school
Middle school
Demo access and your Arizona representative
To request demo access, please contact your Account Executive.
Thomas Gearhart
Senior Account Executive
Western, Eastern, and Southern AZ
Email: tgearhart@amplify.com
Phone: (505) 206-7661
Yvonne Rohde
Senior Account Executive
Northern AZ
Email: yrohde@amplify.com
Phone: (480) 673-0019
Laina Armbuster
Account Executive
Accounts 3,500 and below
Email: larmbuster@amplify.com
Phone: (602) 791-4135
Amplify Customer Experience Hiring
Welcome, Fairfax reviewers!
Amplify Desmos Math supports teachers in building students’ lifelong math proficiency. The program:
- Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
- Provides teachers with clear step-by-step moves to build systematically from students’ prior knowledge to grade-level learning.
- Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
- Enables access to grade-level understanding for every student, every day
Math that motivates
Picture a classroom where are so engaged in a math lesson that they protest when the teacher pauses their work on a problem. A classroom is buzzing with the sounds of natural curiosity. This is what we regularly see with Amplify Desmos Math. This is math that motivates.
Experience Amplify Desmos Math
Explore our digital program to review content from all grades, K–8.
To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: fairfax-reviewer@tryamplify.net
Password: AmplifyNumber1


Support
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (888)-960-0380.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.
Welcome to Amplify Desmos Math!
Amplify Desmos Math high school (AGA, Integrated 1–3)
Welcome to Amplify Desmos Math! Below, you’ll find links to sample lessons, scope and sequence, and more information about our AGA and Integrated high school math programs.
Algebra 1, Geometry, Algebra 2, and Integrated 1 are available for Beta implementations and pilots in 2025–26. Integrated 2–3 will be available for the 2026–27 school year.

About the program
Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students. The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.


Structured approach to problem-based learning
- Easy-to-follow instructional guidance
- Robust assessments and reports

Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has compatible print and digital materials for a collaborative classroom

Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Explicit guidance for teachers on what to look for and how to respond
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking

Scope and sequence
Click the link below to view the program scope and sequence.
Preview lessons
Check out the links below to explore our interactive digital lessons. Download a navigation guide for tips on navigating the print and digital program components.

Looking for help?
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

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

Getting started
What you need to know about Amplify Reading
Amplify Reading is a student-driven, digital literacy program that provides students with differentiated and adaptive practice in all key areas of literacy instruction. Teachers have access to rich data insights into student usage and progress they can use to inform remote instruction.
How does it work with other programs?
Amplify Reading is a great complement to any core or assessment program, especially Amplify Core Knowledge Language Arts (CKLA) and mCLASS.
When and how to use Amplify Reading
We recommend students use the program independently for 30-45 minutes a week. This implementation model has led to student growth, especially for dual language learners.
Students will need access to one of the following devices: Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.

How do I get started with Amplify Reading?
Good news! You and your students now have access to Amplify Reading. To get started, you’ll need to sign in with your Amplify credentials at mclass.amplify.com. Next, you’ll want to distribute Amplify Reading credentials to your students.
Where do I find my credentials?
You should have received an email from noreply@amplify.com with your new account information. If you do not see it in your inbox, please check your spam folder.
How to download and distribute student credentials:
- How to download and distribute student login information [Article]
- Parent/guardian letter in English [PDF]
- Parent/guardian letter in Spanish [PDF]
How to support login at home:
You can direct parents to the following videos for an overview of the program and how to get started.
- How to get your child started with Amplify Reading (English)
- How to get your child started with Amplify Reading (Spanish)
After students start playing, you can check in on their progress via your teacher dashboard.
Printable extension activities
Consider sending the following activities home with your students as part of their weekly Amplify Reading routine. Each printable activity has instructions in both English and Spanish.
Packet 1
Activity Packet: Grade K | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5
Answer Key: Grade 3 | Grade 4 | Grade 5

Access support

Intercom chat
Our Intercom feature gives you the ability to chat with customer support, technical support, and pedagogical support teams in real time directly from the digital platform. This ensures that issues that arise in the classroom can be addressed as quickly as possible. Support teams can be reached from 7 a.m. to 7 p.m. EDT, Monday through Friday.
Our customer support, technical support, and pedagogical support teams can be reached by email at help@amplify.com from 7 a.m. to 7 p.m. EDT, Monday through Friday.

Learn more
Review the resources below to dive deeper into what makes Amplify Reading unique
- The Missing Link in Reading Comprehension [PDF]
- Social Emotional Learning in Amplify Reading [PDF]
- What does growth mindset sound like? Hear students and teachers talk about Amplify Reading [Video]
- A Conversation with Anne Lucas about Comprehension Processes [Podcast]
Join our Facebook group Science of Reading: The Community to discuss the latest in reading research and instructional practices.

About the program
We believe in math that motivates. Our structured approach to problem-based learning builds on students’ curiosity to develop lasting grade-level understandings for all students.
The program thoughtfully combines conceptual understanding, fluency, and application, motivating students with interesting problems they are eager to solve. Teachers can spend more time where it’s most impactful: creating a collaborative classroom of learners.


Structured approach to problem-based learning
- Differentiation and personalized practice
- Easy-to-follow instructional guidance
- Robust assessments and reports
- Spanish student materials

Math that motivates
- Powerful teacher-facilitation supports and tools
- Students talking and building from each other’s ideas
- Every lesson has fully compatible print and digital materials for a collaborative classroom

Student thinking is made evident
- Curiosity-driven lessons that motivate students with interesting problems they are eager to solve
- Explicit guidance for teachers on what to look for and how to respond
- Technology that provides Responsive Feedback and is designed to reveal mathematical thinking
Figuring out Problem-Based Learning
Figuring out how to implement a problem-based learning approach to mathematics can be fun and challenging. Rest assured that you will not be alone on this journey. Amplify will be by your side every step of the way.
In the short videos below, Fawn Nguyen (Math Teaching and Learning Team, Former Math Coach and Teacher) and John Hoogestraat (Math Product Specialist, Former Math Coach and Teacher) share their thoughts about the power of Amplify Desmos Math.


Scope and sequence
Click the link below to view the program scope and sequence for grade 6–Algebra 1.
Program Preview lessons
Check out the links below to explore our interactive digital lessons.
In addition to the sample lessons below, you can view a sampler of Amplify Desmos Math mini-lessons. Amplify Desmos Math mini-lessons are 15-minute lessons aligned to the most critical topics throughout a unit. Teacher-led mini-lessons are used to provide targeted intervention to small groups of students who need additional support or to re-engage students with content that they may need more time on.


Algebra 1, Unit 2: Linear Equations and Inequalities
Sub-Unit 1–2: One-Variable Equations and Multi-Variable Equations
Review full-year content
The login information provided below enables you to preview the complete mathematical content by grade level in less-than-final format. This content will be updated to the final Amplify Desmos Math format for the 2024-25 school year with the robust instructional supports shown in the Program Preview lessons.
To begin your review:
1. Review the Amplify Desmos Math Program Preview lessons.
2. Click here and use the following credentials to log in:
Username: t1.sfmath@demo.tryamplify.net
Password: Amplify1-sfmath
3. Use the following links to begin your review:

Looking for help?
imSupport is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

Ready to learn more?
Welcome to Boost Reading: Remote Learning Edition!
Amplify is committed to helping school and district partners make instructional resources like Boost Reading: Remote Edition available to students who may be unable to attend school.
This site contains all the resources you’ll need to get started using Boost Reading: Remote Edition with your students as soon as possible. We’re confident that as a community, we can continue to support learning to read remotely.
Are you an mCLASS® user? Click here to get started.

Getting started
What you need to know about Boost Reading
Boost Reading is a student-driven, digital literacy program that provides students with differentiated and adaptive practice in all key areas of literacy instruction. Teachers have access to rich data insights into student usage and progress they can use to inform remote instruction.
How does it work with other programs?
Boost Reading is a great complement to any core or assessment program, especially Amplify Core Knowledge Language Arts (CKLA) and mCLASS.
When and how to use Boost Reading
We recommend students use the program independently for 30-45 minutes a week. This implementation model has led to student growth, especially for dual language learners.
Students will need access to one of the following devices: Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.
How do I get started with Amplify Reading?
Good news! Amplify Reading has already been enabled within your mCLASS and Acadience Reading accounts. To get started with the program, you’ve got only two steps left: creating your class code and setting up your devices.
- [Video] How to access Amplify Reading from within mCLASS and Acadience Reading
- [Video] How to enable class login
- [Video] How to create shortcuts on devices
- [PDF] Amplify Reading launch packet
Note: Amplify Reading works on most classroom devices, including Windows Devices with Windows 7+, Chromebooks with Chrome OS, and Mac devices with OS 10.11+ or iOS 11+.
What else can you tell me about Amplify Reading?
As students engage in skill practice, their paths through the game world adapt to meet their unique learning needs. Amplify Reading includes more than 40 standards-aligned games that build language, foundational skills, and comprehension skills, while also developing:
- Phonological awareness
- Phonics
- Vocabulary
- Text analysis
- Comprehension
- Microcomprehension (i.e., the smaller aspects of comprehension that make up the reader’s mental model of a text)
Some additional resources that you might find helpful:
How do I get started with Boost Reading?
Good news! You and your students now have access to Boost Reading. To get started, you’ll need to sign in with your Amplify credentials at mclass.devamplify.wpengine.com. Next, you’ll want to distribute Boost Reading credentials to your students.
Where do I find my credentials?
You should have received an email from noreply@devamplify.wpengine.com with your new account information. If you do not see it in your inbox, please check your spam folder.
How to download and distribute student credentials:
- [Article] How to download and distribute student login information
- [PDF] Parent/guardian letter in English
- [PDF] Parent/guardian letter in Spanish
How to support login at home:
You can direct parents to the following videos for an overview of the program and how to get started.
- [VIDEO] How to get your child started with Boost Reading (English)
- [VIDEO] How to get your child started with Boost Reading (Spanish)
After students start playing, you can check in on their progress via your teacher dashboard.
Printable extension activities
Consider sending the following activities home with your students as part of their weekly Boost Reading routine. Each printable activity has instructions in both English and Spanish.
Packet 1
Access support
Intercom chat
Our Intercom feature gives you the ability to chat with customer support, technical support, and pedagogical support teams in real time directly from the digital platform. This ensures that issues that arise in the classroom can be addressed as quickly as possible. Support teams can be reached from 7 a.m. to 7 p.m. EDT, Monday through Friday.
Our customer support, technical support, and pedagogical support teams can be reached by email at help@devamplify.wpengine.com from 7 a.m. to 7 p.m. EDT, Monday through Friday.
Learn more
Review the resources below to dive deeper into what makes Boost Reading unique.
- [PDF] The Missing Link in Reading Comprehension
- [PDF] Social Emotional Learning in Boost Reading
- [Video] What does growth mindset sound like? Hear students and teachers talk about Boost Reading
- [Podcast] A Conversation with Anne Lucas about Comprehension Processes
Join our Facebook group Science of Reading: The Community to discuss the latest in reading research and instructional practices.
Amplify Desmos Math New York
Amplify Desmos Math New York supports teachers in building students’ lifelong math proficiency. The program:
- Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
- Provides math teachers with clear step-by-step moves to build systematically from students’ prior knowledge to grade-level learning.
- Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
- Enables access to grade-level understanding for every student, every day.
Math that motivates
Picture a classroom where students are so engaged in a math lesson that they protest when the teacher pauses their work on a problem. A classroom is buzzing with the sounds of natural curiosity. This is what we regularly see with Amplify Desmos Math. This is math that motivates.

Review program samplers (Grades K–5)
Experience the beautiful, easy-to-use print components that add to the power of Desmos Classroom technology and instruction by downloading the print samplers below. The samplers include print pages from Amplify Desmos Math New York lessons.
Grade 1
- Teacher Edition sampler
- Student Edition sampler
- Ancillary sampler
- Assessment Resources, Unit 3
- Centers, Unit 3
- Mini-Lessons, Unit 3
Grade 3
- Teacher Edition sampler
- Student Edition sampler
- Ancillary sampler
- Assessment Resources, Unit 2
- Centers, Unit 2
- Mini-Lessons, Unit 2
Grade 5
Review program samplers (Grades 6–8)
Experience the beautiful, easy-to-use print components that add to the power of Desmos Classroom technology and instruction by downloading the print samplers below. The samplers include print pages from Amplify Desmos Math New York lessons.
Grades 6–8
Mini-Lesson sampler
Grade 6
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler
Grade 7
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler
Grade 8
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler

Experience Amplify Desmos Math New York
Explore our digital program to review content from grades K–8. Watch our quick walkthrough videos for helpful navigation tips: Grades K–5 and Grades 6–8.
To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: t1.ny-state-adm@demo.tryamplify.net
Password: Amplify1-ny-state-adm


Standards
Once you’ve logged in to your reviewer account, download the documents correlating Amplify Desmos Math New York to the New York State Next Generation Math Learning Standards.
Personalized learning
Amplify Desmos Math includes digital, adaptive practice that provides the personalized support a student needs to access grade-level math every day. Boost Personalized Learning activities target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. This technology complements daily learning and provides another layer of support to the in-lesson differentiation and instructional guidance provided to teachers. Try out free Boost Personalized Learning activities.
The Fluency Practice of Amplify Desmos Math uses an evidence-based approach to memory retention—spaced repetition—for the basic operations. Students around the world have answered more than 120 million multiplication questions within our application. Try it now!


Help
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached by email or phone 7 a.m. to 7 p.m. ET.
- Live chat: Once logged into the program, click the orange icon to get immediate help.
- Phone: Call our toll-free number: (888) 960-0380.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.
Amplify Desmos Math New York
Amplify Desmos Math New York supports teachers in building students’ lifelong math proficiency. The program:
- Supports social classrooms, invites mathematical creativity, and evokes wonder, creating a welcoming learning space where students are empowered to see themselves and their classmates as having brilliant mathematical ideas.
- Provides teachers with clear step-by-step moves to build systematically from students’ prior knowledge to grade-level learning.
- Connects students to each other’s thinking and to an understanding that they can use math to make sense of the world.
- Enables access to grade-level understanding for every student, every day.

Math that motivates
Picture a classroom where are so engaged in a math lesson that they protest when the teacher pauses their work on a problem. A classroom is buzzing with the sounds of natural curiosity. This is what we regularly see with Amplify Desmos Math. This is math that motivates.
Experience Amplify Desmos Math New York
Explore our digital program to review content from all grades, K–5. Watch our quick walkthrough video for helpful navigation tips. To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: t.nycadmsample-01@tryamplify.net
Password: AmplifyNumber1
To log in as a student, use the following credentials (you must first log out if you have already logged in as a teacher):
Username: s.nycadmsample-01@tryamplify.net
Password: AmplifyNumber1


About the program
To learn more about Amplify Desmos Math New York, including pedagogical philosophy, origins, implementation examples, and independent, nationally-recognized reviews, download the following documents:
Standards
Once you’ve logged in to your reviewer account, download our program scope and sequence and a document correlating Amplify Desmos Math New York to the New York State Next Generation Math Learning Standards.
Grades K–5 standards correlation
The program is well aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework. Download the CR-SE alignment.
The program is also well aligned with the research-informed math practices outlined in the New York City Public Schools Shifts in Mathematics. Download the program’s alignment to the Shifts in Mathematics.


Personalized Learning
Amplify Desmos Math includes digital, adaptive practice that provides the personalized support a student needs to access grade-level math every day. Personalized Learning activities target a skill or concept aligned to the day’s core lesson, with each student receiving personalized scaffolds based on what they already know. This technology complements daily learning and provides another layer of support to the in-lesson differentiation and instructional guidance provided to teachers. Try out a sample Boost Personalized Learning activity.
The Fluency Practice of Amplify Desmos Math uses an evidence-based approach to memory retention—spaced repetition—for the basic operations. Students around the world have answered more than 120 million multiplication questions within our application. Try it now!
Help
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (888)-960-0380.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.

Amplify Desmos Math
for New York
Welcome to Amplify Desmos Math, a powerful new core program from Amplify and Desmos Classroom built for NYC teachers and students.
Amplify Desmos Math is built on four core tenets:
- Math can motivate students.
- A structured approach to problem-based learning can best tend to all aspects of rigor.
- Student thinking is valuable and visible.
- Students can catch up while keeping up with grade-level math.

What if your students asked to do more math?
Amplify Desmos Math lessons are powerful in their ability to elicit student thinking and spark interesting, productive discussions.
The lessons pose problems that invite a variety of approaches with their dynamic and interactive learning experiences on devices, as well as experiences on paper that are flexible, creative, and engaging.
As students work online, they interact with visuals and simulations that show their thinking and decisions. When appropriate, students see other students’ responses and engage in collaborative math discussions.
A Responsive Feedback feature responds to student thinking by showing the mathematical meaning behind it. This is more powerful than simply evaluating thinking as right or wrong, because it motivates and engages students in the learning process.

In this Grade 6 activity, students internalize the coordinate plane by plotting points to navigate the marble through the maze to collect the star.

This prepares students to accurately and efficiently plot points with positive and negative coordinates on grids with different scales and explain the relationship between ordered pairs that differ only by the signs of the coordinates.

In this Grade 7 activity, students explore positive and negative integer operations using the up and down movement of a submarine.

Students are then prepared apply this understanding in a variety of word problem contexts.

In this Grade 8 activity, students create rate, distance, and time equations based on turtle races.

This prepares students to understand that a graph representing a proportional relationship is a line through (0, 0) and (1, k). They also begin to see connections between a context and features of a corresponding graph, equation, and table.
Data at your fingertips on the road to mastery
Facilitate a collaborative, connected classroom community.
The powerful teacher facilitation tools in Amplify Desmos Math give teachers insight into student thinking in real time. Teachers can select student work to display and discuss quickly and easily, leading to better questions that guide more productive discussions.
Amplify Desmos Math helps guide the learning process by connecting students to each other and to an understanding that they can use math to make sense of the world. Students learn and collaborate in every lesson. Whether using print, digital, or a mix of both, students stay connected to each other’s ideas and thinking, fueling classroom conversations and a shared understanding of math.


Standards alignment
Amplify Desmos Math is customized specifically to meet the New York State Next Generation Math Learning Standards. Within each document below, you’ll find direct links to lessons and activities where each individual standard is addressed.
Grade 6 correlation
Grade 7 correlation
Grade 8 correlation
The program is also aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework. Download the CR-SE alignment.
Digital review
Ready to explore the program? To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: t.nycadmsample-01@tryamplify.net
Password: AmplifyNumber1
To review Algebra 1 content from Desmos Math 6–A1, which serves as the foundation for Amplify Desmos Math, click this link after logging in using the credentials above.


Support
Throughout your review, you can reach our support team by email or phone. We are available any time over:
Live chat: Click the orange icon while logged in to get immediate help.
Phone: Call our toll-free number: (888)-960-0380.
Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can help you find a solution.
Amplify Desmos Math for New York
Amplify Desmos Math New York helps teachers center student thinking and unlock students’ true potential.
With Amplify Desmos Math New York:
- Students actively participate in productive, collaborative discussions as they work through scaffolded problem-solving lessons.
- Teachers can build on student ideas, creating student-centered environments and helping students build connections to what they already know.
- Lesson content is thought-provoking, relevant, and challenging, asking that students bring their whole selves to class and grapple with real-world problems they’ll care about.
With Amplify Desmos Math New York, students believe they can conquer any mathematical challenge they encounter.
Amplify Desmos Math New York is based on Illustrative Mathematics® IM K–12™ and expands on Desmos Math 6–8 (which received all-green ratings from EdReports) with beautiful print resources, and robust practice, differentiation supports, assessment and reporting. Read the review on EdReports.

Print review
Experience the beautiful, easy-to-use print components that add to the power of Desmos Classroom technology and instruction by downloading the print samplers below. The samplers include print pages from two full Amplify Desmos Math New York lessons.
Grades 6–8
Mini-lesson sampler
Grade 6
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler
Grade 7
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler
Grade 8
Teacher Edition sampler
Student Edition sampler
Assessment Guide sampler
Digital review
Ready to explore the program? Watch our quick walkthrough video and follow the instructions below to access your review account.
To log in, click the orange “Review now” button below, select “Log in with Amplify” and use the following login credentials:
Username: t1.desmos-math-nyc-review@tryamplify.net
Password: AmplifyNumber1
To log in as a student, click here and use the following credentials:
Username: s101.desmos-math-nyc-review@tryamplify.net
Password: AmplifyNumber1

Standards alignment
Once you’ve logged in to your reviewer account, download our documents correlating Amplify Desmos Math New York to the New York State Next Generation Math Learning Standards. Within each document, you’ll find direct links to lessons and activities where each individual standard is addressed.
Grade 6 correlation
Grade 7 correlation
Grade 8 correlation
The program is also aligned with the expectations outlined in the New York City Department of Education Definition of Culturally Responsive-Sustaining Education and the New York State Culturally Responsive-Sustaining Education Framework. Download the CR-SE alignment.
About the program
To learn more about Amplify Desmos Math New York, including pedagogical philosophy, origins, implementation examples, and independent, nationally-recognized reviews, download the following documents:
Curriculum overview and background
Examples of implementation
Implementation considerations
Independent curriculum reviews
Professional learning plan


Support
Support is always within reach. Our team is dedicated to supporting you throughout your review and can be reached at any time by emailing or calling us directly.
- Live chat: Click the orange icon while logged in to get immediate help.
- Phone: Call our toll-free number: (800) 823-1969.
- Email: Send an email to help@amplify.com. In the message body, please include your name and question. Provide as much detail as possible, so we can more quickly help you find a solution.
Our K–12 international education programs inspire students around the world.
At Amplify, we believe that every teacher and student deserves access to high-quality materials. That’s why we collaborate with international schools to meet their core curriculum, assessment, and intervention needs.
By providing solutions grounded in research and evidence-based practices, Amplify is making an impact on international K–12 education.
We are making an impact around the globe.
6
continents
80+
countries
900+
schools worldwide
700,000+
students globally
Amplify international education programs
The following programs are available internationally.
Amplify professional learning
From live, in-person training and coaching to online courses and virtual professional development, we offer a range of support to fit schools’ needs and educators’ busy schedules. Professional development offerings include the following:
- Launch sessions
- Strengthen sessions
- Coach sessions
- Custom packages

Custom development
We collaborate with governments and government agencies to localize and customize our high-quality instructional materials to ensure they align with specific education standards and frameworks.
Get in touch with our sales team to discuss how we can help your organization.
License our digital tools.
Explore Amplify’s digital tools and how they can make your programs more engaging and digital-forward.
Publishers can license the Amplify teaching and learning digital platform, which offers robust digital functionality—including digital manipulatives—that can transform print-based instructional programs into interactive, collaborative, and engaging digital experiences for teachers and students.
If you want to use our platform for commercial purposes, please contact our team.

Amplify international education support
Amplify aims to provide the best customer support throughout each stage of your journey, whether you are exploring our programs for the first time or are a long-term partner.
Below, you’ll find a quick guide on the international purchase process and expected timelines.
Simple steps to get your order processed quickly:




To ensure that there are no delays, we advise you to place your order 3–4 months prior to your first day of school. This should allow enough time for shipping and digital set up.

Purchasing
Our international sales team can answer your questions about our programs and services. Please fill out the form to speak with your account executive.
FILL OUT FORM

Ordering and payment
We want your purchasing experience to be as seamless as possible. Visit our customer portal to learn more about your payment options.
Please be sure to include:
- A signed PO. Don’t forget to add your PO number.
- A copy of your Price Quote.
- A copy of your Tax-Exemption Certificate.
You can also email your documents to IncomingPO@amplify.com.

Shipping physical materials
- Submit your logistics and product quantities on the Order Management Page (OMP).
- Track shipment(s) with the Shipment Status Page (SSP).

Enrollment and licensing
Please note that our team needs to review your school’s rosters for accuracy and completeness:
- This process can take up to 12 business days.
- You will be notified when the licensing process is complete!
Frequently asked questions
Payment processing time can vary, depending on chosen payment method, as well as banking institution. Please allow at least 10 business days for it to be processed. For additional support contact internationalsalessuport@amplify.com.
For digital licenses, you will need to submit your digital logistics information, which includes your school’s rosters data. Our technical onboarding team then needs to verify it for accuracy and completeness. (They might contact you, should they need any clarification.) The digital setup process can take up to four weeks to be completed. For help along the way, please use our Amplify Onboarding Hub.
To avoid delays, please submit your logistics information and product quantities on the Order Management Page as early as possible. Note that international shipping time varies from one country to another due to many factors, including different customs procedures. We are therefore unable to estimate and guarantee delivery time in each case. Amplify offers two international shipping options: 1. Your materials can be shipped from the U.S. directly to you, which will incur an international shipping and handling fee of 25% on the physical products ordered. 2. Alternatively, Amplify can ship your materials to a U.S. freight forwarder, and you can manage the shipping.
Note that setup communications will be sent to the contact person listed on the quote. This email is sometimes routed to the spam folder, so please check there as well. If you do not receive a link within five business days, please reach out to the customer care and support team.
Get support
Our dedicated team members will assist you with purchasing, order fulfillment, enrollment and licensing, and more!
Our support hours are Monday through Friday,
11 a.m.–11 p.m. GMT.

New to our programs? Our international sales support team is here to help!
Email us:
International events
Join us for an upcoming event, webinar, or podcast. You can browse all of our events by month, or use the filter to find events close to you.
Join us every other Wednesday!
Join us every other Wednesday from 3–4 p.m. for bi-weekly Wednesday Tips for Teaching CKLA (active until June 10). We encourage you to utilize this time to learn a tip or two for teaching CKLA, ask questions and talk with experts.
Have questions or need support?
If you ever have questions or need support, please don’t hesitate to call or email our team directly. There are lots of new layers here in Amplify CKLA, and the last thing we want is for you to struggle while you’re getting used to it all. In fact, you can call (800) 823-1969 and choose the “LAUSD” option to get support from an expert familiar with Los Angeles or email ckla.lausd@amplify.com if you need anything at all. We’re here to support you every step of the way during this pilot.
Meet our Amplify Education Ambassadors.
We’re proud to showcase our amazing team of Amplify Education Ambassadors! These innovative educators are the heart of Amplify, representing a wide range of backgrounds and expertise. They are teachers and leaders who understand the impact of using our programs and care about supporting other educators and their students.
Learn more about each of these innovative educators and the essential work they do.

Amplify Education Ambassador class of 2025–26
Tell us about your experience using an Amplify program or service in the classroom!
Use the form below to let us know how you would like to share your story. You can submit your experiences directly through the form or express interest in participating in serving as a reference or joining a research group, and we’ll be in touch!
If you use the Amplify Texas programming, please select your Texas program after selecting your state in the form below.
Welcome to your Amplify Science California pilot!
We’re thrilled to welcome you to the Amplify family, and we look forward to making your experience with Amplify Science California successful from day one.
On this site, you’ll find resources, tips, videos, and other helpful information designed to support you throughout your pilot experience.


Tips for getting started successfully
It takes time to learn any new program and get used to its patterns and flow—time that you aren’t always afforded in a pilot situation. Based on our work with thousands of pilot teachers who are now happy users, we can tell you with 100% confidence that it gets easier. In no time, you’ll be preparing and delivering all your lessons with ease.
Until you become comfortable with the organization of each unit and how one lesson flows into the next, the following resources will be key in helping you prepare to teach your first unit.
Unit Guide
These short and sweet guides provide a big picture overview of each unit’s phenomenon and storyline, the key questions that guide learning, and how the storyline develops from chapter to chapter. We even spoil the big reveal at the end by pointing out ahead of time what students figure out throughout the unit.
Ready to download? Navigate to your grade level using the menu bar above, scroll to the Unit Types section, and then download the appropriate Unit Guide(s).


Lesson Overview
Reading this short summary is a great way to get a quick snapshot of the learning that will take place during the day ahead. It includes a short description of the lesson, student learning objectives, and an at-a-glance list of activities.
Where to find it? Log into the digital Teacher’s Guide and navigate to the lesson you want to teach by following this click path: Grade Level > Unit > Chapter > Lesson. Next, scroll to the Lesson Brief section and click Overview. This same information is also found in your printed Teacher’s Reference Guide.
Material and preparation tips
Also found in the Lesson Brief section of your digital Teacher’s Guide and printed Teacher’s Reference Guide is a complete list of materials that you’ll need to gather as well as step-by-step lesson preparation tips organized by:
- Before the Day of the Lesson
- Immediately Before the Lesson
- At the End of the Day


3-D Statements
Color-coded for easy readability and quick scanning, our 3-D Statements can be found at point-of-use for every unit and lesson, making it easy to pinpoint the exact SEPs, DCIs, and CCCs that will be targeted on any given day.
Where to find them? Log into the digital Teacher’s Guide and navigate to any Unit Guide or Lesson Brief and click the expandable box called 3-D Statements. A complete list of 3-D Statements can also be found in the back of any printed Teacher’s Reference Guide.
Coherence Flowcharts
These are another great tool for helping you visualize the flow of a unit and the connections between the questions that drive students’ experiences and:
- The evidence they gather
- The solutions they figure out
- The new questions they generate
Where to find them? Log into the digital Teacher’s Guide, navigate to your desired unit, scroll to the Unit Guide, and look in the Printable Resources section.


Support is always within reach
Your role as a pilot teacher is important. Your district is counting on you not only to evaluate how Amplify Science California works in your classroom, but also to pick a reliable and supportive long-term partner. We feel confident that we’re that partner, and we look forward to proving that to you during your pilot experience.
Just as it will be when you become a customer, support during your pilot will always be within reach through the following channels.
Pilot support coordinator
Your dedicated pilot support coordinator has extensive experience delivering training, rostering students, answering both pedagogical and technical questions, and delivering demonstration lessons. Said another way, he or she is here to help. So, don’t hesitate to reach out.
Who is my pilot support coordinator? Look for his or her contact information in the pilot support brochure that you received during your pilot implementation training.


Intercom chat
In addition to traditional lines of communication, our Intercom feature gives you the ability to chat with our customer support, technical support, and pedagogical support teams in real time directly from the digital platform. This ensures that issues that arise in the classroom can be addressed as quickly as possible.
Support teams can be reached from 4 a.m. to 4 p.m. PST, Monday through Friday.
Our customer support, technical support, and pedagogical support teams can also be reached by email at help@amplify.com.
Support teams can be reached from 4 a.m. to 4 p.m. PST, Monday through Friday.

Amplify Science – Oklahoma
Amplify Science – Oklahoma
Setting up your session for success
We know your time is valuable. This site is designed to help you quickly select the right professional development topics for your team and gather the step-by-step guidance you need for a successful session.
Quick Navigation Tips:
- Find your program: Click any program in the sidebar to expand and explore its specific session topics and online courses.
- Reset your view: To see the full list of programs again, simply click the “Return to Top” arrow in the bottom right corner or scroll past your current selection.

Preparation checklist

To make the most of your learning plan, follow the directions below. They’ll guide you through preparing your participants, location, and support for your Launch and Strengthen sessions. (Your PLS will support you in building your Coaching session.)
Onsite sessions
Prepare your participants
Communicate session details with participants:
- Session time & location
- Session objectives and topics using the agendas on this page
- Materials required:
- A charged device that meets Amplify’s tech requirements
- Personal Amplify login (if available)
- Participant notebook (This will be shipped to you or you will receive a PDF attachment in your confirmation email.)
Prepare your space
- Select a location with a strong internet connection.
- Mark this location clearly for participants and your PLS.
- Provide Wi-Fi details for participants and your PLS.
- Set up a projector and screen with audio.
Plan your support
- Designate a tech lead to address connectivity issues and provide login and navigation support during the session.
- For your PLS, share your contact information in case of emergencies and any special directions for accessing the location.
- Inform your PLS if you did not receive enough participant notebooks.
Remote sessions
Prepare your participants
Communicate session details with participants:
- Session time & remote meeting link
- Session objectives and topics using the agendas on this page
- Materials required:
- A charged device that meets Amplify’s tech requirements
- Personal Amplify login (if available)
- Participant notebook (This will be shipped to you or you will receive a PDF attachment in your confirmation email.)
Prepare your remote space
- Plan for participants to join from individual devices from separate locations (highly recommended).
- If participants share a room, they must still use individual devices to fully engage.
- To prevent audio feedback join using Google Meet’s Companion mode.
- If using another platform, use headphones or ensure all but one device in the room has its microphone and speakers fully muted.
Plan your support
- For your PLS, share your remote setup plan.
- Designate a tech lead to address connectivity issues and provide login and navigation support during the session.
Select your program
Use the sidebar to select your program and explore the objectives and topics covered in your session or online course.
Amplify Caminos
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Caminos 1st Edition agendas | Amplify Caminos 3rd Edition agendas | Amplify Caminos California Edition agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 ELA + Caminos |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | 3–5 | K–2 |
| Program overview for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 |
| Knowledge strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 |
| Skills Strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 |
| Program overview for leaders | 3 hours | K–5 | PreK–5 | TK–5 |
| Skills supplement training for teachers | 1 hour | 3–5 | 3–6 | |
| Transition training for teachers to 3rd Edition | 1 hour | K–2 3–5 Skills Strand Knowledge Strand |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Caminos 1st Edition agendas | Amplify Caminos 3rd Edition agendas Coming soon! | Amplify Caminos California Edition agendas Coming soon! |
|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 Grade 6 |
| Writing for teachers | 3 hours | K–2 3–5 | ||
| Student engagement for teachers | 1 hour | K–5 | K–5 | K–5 Grade 6 ELA + Caminos Grade 6 |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 |
| Pacing for teachers | 1 hour | K–5 | K–5 | K–5 Grade 6 ELA + Caminos Grade 6 |
| Enhancing observations for leaders | 3 hours | Grade 6 | ||
| Grading and assessment for teachers | 1 hour | Grade 6 ELA + Caminos Grade 6 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify CKLA
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify CKLA 2nd Edition agendas | Amplify CKLA 3rd Edition agendas | Amplify CKLA Florida Edition agendas | Amplify CKLA California Edition agendas |
|---|---|---|---|---|---|
| Initial training for teachers | 6 hours | PreK K–2 3–5 | K–2 3–5 | K–2 3–5 | Transitional Kindergarten (TK) K–2 3–5 |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 | |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 | |
| Program overview for teachers | 3 hours | PreK K–2 3–5 | K–2 3–5 | K–2 3–5 | TK K–2 3–5 |
| Skills Strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 | |
| Knowledge Strand program overview for teachers | 3 hours | K–2 | K–2 | K–2 | |
| Program overview for leaders | 3 hours | PreK–5 | PreK–5 | K–5 | PreK–5 |
| Transition training for teachers | 1 hour | K–2 3–5 | |||
| Skills Strand transition training for teachers | 1 hour | K–2 | |||
| Knowledge Strand transition training for teachers | 1 hour | K–2 | |||
| Skills supplement training for teachers | 1 hour | Grade 3 | Grade 3 | 3–8 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify CKLA 2nd Edition agendas | Amplify CKLA 3rd Edition agendas | Amplify CKLA Florida Edition agendas | Amplify CKLA California Edition agendas Coming soon! |
|---|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | PreK K–2 3–5 | K–2 3–5 | K–2 3–5 | TK K–2 3–5 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 | K–2 |
| Maximizing impact: Data-informed remediation with the ARG for teachers | 3 hours | K–2 | K–2 | K–2 3–5 | |
| Maximizing impact: Data-informed remediation with the ARG/DERG for teachers | 3 hours | 3–5 | 3–5 | ||
| Writing for teachers | 3 hours | K–2 3–5 | Coming soon! | K–2 3–5 | |
| Enhancing observations for leaders | 3 hours | K–5 | K–5 | K–5 | K–5 |
| Student engagement for teachers | 1 hour | K–5 | K–5 | K–5 | |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 | |
| Pacing for teachers | 1 hour | K–5 | K–5 | K–5 | |
| Amplify CKLA 3rd Edition + mCLASS DIBELS 8th Edition: Data driven instruction for teachers | 3 hours | Coming soon! |
Amplify CKLA companion programs
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify CKLA + Caminos
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify CKLA 2nd Edition + Amplify Caminos 1st Edition agendas | Amplify CKLA/Caminos 3rd edition agendas | Amplify CKLA/Caminos California Edition agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Program overview for leaders | 3 hours | PreK–5 | PreK–5 | TK–5 |
| Transition training for teachers to 3rd Edition | 1 hour | K–2 3–5 Skills Strand Knowledge Strand |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify CKLA 2nd Edition + Amplify Caminos 1st Edition agendas | Amplify CKLA/Caminos 3rd Edition agendas Coming soon! | Amplify CKLA/Caminos California Edition agendas Coming soon! |
|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Writing for teachers | 3 hours | K–2 3–5 | ||
| Student engagement for teachers | 1 hour | K–5 | K–5 | K–5 |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 |
| Pacing for teachers | 1 hour | K–5 | K–5 | K–5 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify Desmos Math
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Desmos Math agendas | Amplify Desmos Math California Edition agendas |
|---|---|---|---|
| Initial training for teachers | 6 hours | K–5 6–A1 High school | |
| Program overview for teachers | 3 hours | PreK/TK K–5 6–A1 High school | PreK/TK High school |
| Program overview for leaders | 3 hours | K–5 6–A1 High school | High school |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Desmos Math agendas | Amplify Desmos Math California Edition agendas Coming soon! |
|---|---|---|---|
| Supporting all learners for teachers | 3 hours | K–5 6–A1 | |
| Enhancing observations for leaders | 3 hours | K–A1 | High school |
| Enhancing planning for teachers | 3 hours | K–5 6–A1 High school | |
| Enhancing practice for teachers | 3 hours | K–5 6–A1 High school | |
| Snapshots in the Teacher Dashboard for teachers | 1 hour | 6–A1 | |
| Teaching a lesson with digital student screens for teachers | 1 hour | K–5 | |
| Unit-level planning for teachers | 1 hour | K–5 6–A1 High school | |
| Supporting and facilitating meaningful discourse for teachers | 3 hours | Coming soon! | K–5 6–A1/M1 High school |
| Assessment in action: Analyzing data, reports, and planning next steps for teachers | 3 hours | Coming soon! | K–5 6–A1/M1 |
| Increasing engagement with instructional routines for teachers | 3 hours | Coming soon! |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify ELA
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify ELA 2nd Edition agendas | Amplify ELA Florida Edition agendas | Amplify ELA California Edition agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | 6–8 | 6–8 | Grade 6 ELA + Caminos |
| Program overview for teachers | 3 hours | 6–8 | 6–8 | Grade 6 |
| Program overview for leaders | 3 hours | 6–8 | 6–8 | ELA + Caminos |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify ELA 2nd Edition agendas | Amplify ELA California Edition agendas Coming soon! |
|---|---|---|---|
| Enhancing planning for teachers | 3 hours | 6–8 | 6–8 ELA + Caminos Grade 6 |
| Enhancing practice for teachers | 3 hours | 6–8 | 6–8 ELA + Caminos Grade 6 |
| Writing: Improving through feedback for teachers | 3 hours | 6–8 | |
| Supporting all learners for teachers | 3 hours | 6–8 | |
| Data-informed instruction for teachers | 3 hours | 6–8 | |
| Enhancing observations for leaders | 3 hours | 6–8 | 6–8 ELA + Caminos Grade 6 |
| Teaching with print and digital for teachers | 1 hour | 6–8 | |
| Lesson planning for teachers | 1 hour | 6–8 | |
| Pacing for teachers | 1 hour | 6–8 | 6–8 |
| Increasing student engagement for teachers | 1 hour | 6–8 | 6–8 |
| Grading and assessment for teachers | 1 hour | 6–8 | 6–8 |
Amplify ELA companion programs
| Session topic | Duration | Amplify ELA Language Studio California Edition agenda |
|---|---|---|
| Amplify ELA California 6–8 Language Studio companion for teachers | 3 hours | Agenda |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify Math
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Math agendas |
|---|---|---|
| Initial training for teachers | 6 hours | Grade 6–Algebra 1 Geometry–Algebra 2 |
| Program overview for teachers | 3 hours | Grade 6–Algebra 1 Geometry–Algebra 2 |
| Program overview for leaders | 3 hours | Grade 6–Algebra 1 Geometry–Algebra 2 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Math agendas |
|---|---|---|
| Enhancing planning for teachers | 3 hours | Agenda |
| Enhancing practice for teachers | 3 hours | Agenda |
| Addressing prerequisite skills for teachers | 3 hours | Agenda |
| Using differentiation supports for teachers | 3 hours | Agenda |
| Using data to drive instruction for teachers | 3 hours | Agenda |
| Orchestrating math discussions for teachers | 3 hours | Agenda |
| Enhancing observations for leaders | 3 hours | Agenda |
| Lesson-level planning for teachers | 1 hour | Agenda |
| Unit-level planning for teachers | 1 hour | Agenda |
| Increasing engagement with instructional routines for teachers | 1 hour | Agenda |
| Building language with math routines for teachers | 1 hour | Agenda |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Amplify Science
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Science agendas |
|---|---|---|
| Enhancing planning for teachers | 3 hours | K–5 6–8 |
| Enhancing practice for teachers | 3 hours | K–5 6–8 |
| Supporting all learners with complex texts for teachers | 3 hours | K–5 6–8 |
| Supporting multilingual/English learners for teachers | 3 hours | K–5 6–8 |
| Writing in science for teachers | 3 hours | K–5 6–8 |
| Engineering Internship for teachers | 3 hours | Grade 6–Metabolism Grade 7–Plate Motion Grade 8–Force and Motion |
| Science Seminar for teachers | 3 hours | 6–8 |
| Enhancing observations for leaders | 3 hours | K–5 6–8 |
| Assessment system for teachers | 3 hours | K–5 6–8 |
| Enhancing the digital experience for teachers | 1 hour | K–5 |
| Planning with the Coherence Flowchart for teachers | 1 hour | K–8 |
| Planning an Amplify Science lesson for teachers | 1 hour | K–8 |
| Supporting all learners: Exploring the resources for teachers | 1 hour | K–8 |
| Supporting all learners: Teacher modeling and student discourse for teachers | 1 hour | K–8 |
| Supporting all learners: Multimodal instruction for teachers | 1 hour | K–8 |
| Analyzing student work for teachers | 1 hour | K–8 |
| Unit Materials Kits and prep for teachers | 1 hour | K–8 |
| Grading with Amplify Science for teachers | 1 hour | K–8 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Boost Literacy
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
Online courses
Online courses prepare teachers to implement Boost Literacy programs.
mCLASS® Intervention
mCLASS Intervention sessions
| Session topic | Duration | mCLASS Intervention agendas |
|---|---|---|
| Initial training for interventionists and coordinators | 6 hours | K–6 |
mCLASS Intervention Universal sessions
| Session topic | Duration | Agendas |
|---|---|---|
| Initial training + DIBELS 8th Edition: Administration and scoring training for interventionists and coordinators | 9 hours | K–6 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Online courses
Online courses prepare teachers to administer and score mCLASS Literacy programs.
| Course topic | Course overviews |
|---|---|
| Program overview for interventionists | K–6 |
mCLASS Literacy
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | mCLASS DIBELS 8th Edition agendas | mCLASS Lectura agendas | mCLASS DIBELS 8th Edition/mCLASS Lectura agendas | Louisiana K–3 Literacy Screener agendas |
|---|---|---|---|---|---|
| Administration and instruction essentials for teachers | 6 hours | K–8 | K–6 English K–6 Spanish | K–8 | K–3 |
| Administration and scoring training for teachers | 3 hours | K–8 | K–6 English K–6 Spanish | K–3 | |
| Administration and reporting training for leaders | 3 hours | K–8 | K–6 | K–8 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS DIBELS 8th Edition agendas | mCLASS Lectura agendas | mCLASS DIBELS 8th Edition/ mCLASS Lectura agendas | Louisiana K–3 Literacy Screener agendas |
|---|---|---|---|---|---|
| Creating a data-driven classroom for teachers | 3 hours | K–8 | K–6 | K–8 | K–3 |
| Building a data-driven culture for leaders | 3 hours | K–8 | K–6 | K–8 | K–3 |
| Assessing with fidelity for teachers | 1 hour | K–8 | K–6 | K–8 | K–3 |
| Reporting and instruction basics for teachers | 1 hour | K–8 | K–6 | K–8 | |
| Progress monitoring for teachers | 1 hour | K–8 | K–6 | K–8 | K–3 |
| Goal setting and growth outcomes for teachers | 1 hour | K–8 | K–6 | K–8 | K–3 |
| Reporting basics for leaders | 1 hour | K–8 | K–6 | K–8 | K–3 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coaching agenda options |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | PLCs or grade-level planning meeting options |
Online courses
Online courses prepare teachers to administer and score mCLASS Literacy programs.
| Course topic | mCLASS DIBELS 8th Edition overviews | mCLASS Lectura overviews | Louisiana K–3 Literacy Screener overviews | mCLASS Literacy North Carolina overviews | mCLASS Lectura North Carolina overviews | Paper DIBELS 8th Edition overviews |
|---|---|---|---|---|---|---|
| Administration and instruction essentials for teachers | K–8 | K–6 | K–3 | K–6 | K–6 | |
| Calibration training for teachers | K–8 Coming soon! | K–8 Coming soon! | ||||
| Transition training for DDS teachers | K–8 | |||||
| Administration and scoring training for DDS teachers | K–8 | |||||
| Administration and reporting training for leaders | K–3 |
mCLASS Math & Boost Math
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS Math 2nd Edition agendas | California Edition agendas |
|---|---|---|---|
| Student thinking and instructional next steps for teachers | 3 hours | K–5 6–8 | K–5 6–8 |
| mCLASS Math + Boost Math: Understanding and using data to plan intervention | 3 hours | K–5 6–8 | K–5 6–8 |
| Leveraging assessment data to strengthen mathematical thinking for teachers | 1 hour | K–5 6–8 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | Resource |
|---|---|
| 1. Select agenda items to build your coaching session. | Coming soon! |
| 2. If you select any PLC or grade-level meetings, select topics for those meetings. | Coming soon! |
Online courses
Online courses prepare teachers to administer and score mCLASS Literacy programs.
| Course topic | Course overviews |
|---|---|
| Program overview and instructional next steps for teachers | Coming soon! |
General sessions
Amplify Classroom
Amplify Classroom sessions build expertise in Activity Builder to design, organize, and facilitate engaging digital activities.
Multilingual/English learners
Multilingual/English learners sessions align instruction with best practices for multilingual reading and writing development.
Problem-based math
Problem-based math sessions identify actionable strategies that build students’ conceptual understanding while developing a sense of joy in learning math
Science of Reading
Science of Reading sessions examine the connections between literacy and the brain to align instructional practices with models that develop skilled reading and writing.
Texas programs
Select your program from the sidebar to explore its sessions.
Amplify Desmos Math Texas sessions
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS Math 2nd Edition agendas |
|---|---|---|
| Supporting and facilitating meaningful discourse for teachers | 3 hours | Coming soon! |
| Assessment in action: Analyzing data, reports, and planning next steps for teachers | 3 hours | Coming soon! |
Amplify Texas ELAR & SLAR
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | Amplify Texas ELAR agendas | Amplify Texas ELAR + SLAR agendas | Amplify Texas SLAR agendas |
|---|---|---|---|---|
| Initial training for teachers | 6 hours | K–2 3–5 6–8 | K–2 3–5 | K–2 3–5 |
| Skills Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Knowledge Strand initial training for teachers | 6 hours | K–2 | K–2 | K–2 |
| Program overview for teachers | 3 hours | K–2 3–5 6–8 | K–2 3–5 | |
| Program overview for leaders | 3 hours | K–5 6–8 | K–5 | |
| Skills Strand program overview for teachers | 3 hours | K–2 | K–2 | |
| Knowledge Strand program overview for teachers | 3 hours | K–2 | K–2 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | Amplify Texas ELAR agendas | Amplify Texas ELAR + SLAR agendas | Amplify Texas SLAR agendas |
|---|---|---|---|---|
| Enhancing planning for teachers | 3 hours | K–2 3–5 6–8 | K–2 3–5 | K–2 3–5 |
| Enhancing practice for teachers | 3 hours | K–2 3–5 6–8 | K–2 3–5 | K–2 3–5 |
| Writing for teachers | 3 hours | K–2 3–5 | K–2 3–5 | K–2 3–5 |
| Enhancing observations for leaders | 3 hours | K–5 6–8 | ||
| Supporting all learners for 6–8 teachers | 3 hours | 6–8 | ||
| Data-informed instruction for teachers | 3 hours | 6–8 | ||
| Student engagement for teachers | 1 hour | K–5 6–8 | K–5 | K–5 |
| Supporting all learners for teachers | 1 hour | K–5 | K–5 | K–5 |
| Teaching with print and digital for teachers | 1 hour | 6–8 | ||
| Lesson planning for teachers | 1 hour | 6–8 | ||
| Pacing for teachers | 1 hour | K–5 6–8 | K–5 | K–5 |
| Grading and assessment for teachers | 1 hour | 6–8 |
Coach sessions
Coach sessions can include model lessons, observations, walk-throughs, and/or co-planning. Use the resources to build your coaching session.
| Directions | ELAR resources | ELAR + SLAR resources |
|---|---|---|
| 1. Select agenda items to build your coaching session | Coaching agenda options | Coaching agenda options |
| 2. If you select any PLC or grade level meetings, select topics for those meetings | PLCs or grade-level planning meeting options |
Boost Reading Texas sessions
Launch & Strengthen sessions
mCLASS Literacy Texas sessions
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
| Session topic | Duration | mCLASS Texas agendas | mCLASS Lectura Texas agendas | mCLASS Texas DIBELS 8/ Lectura agendas |
|---|---|---|---|---|
| Administration and instruction essentials for teachers | 6 hours | K–8 | K–2 | K–2 |
| Administration and scoring training for teachers | 3 hours | K–8 | K–2 | |
| Administration and reporting training for leaders | 3 hours | K–8 | K–2 | K–2 |
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS DIBELS 8th Edition Texas agendas | mCLASS Lectura Texas agendas | mCLASS DIBELS 8th Edition/Lectura Texas |
|---|---|---|---|---|
| Creating a data-driven classroom for teachers | 3 hours | K–8 | K–6 | K–8 |
| Building a data-driven culture for leaders | 3 hours | K–8 | K–6 | K–8 |
| Assessing with fidelity for teachers | 1 hour | K–8 | K–6 | |
| Reporting and instruction basics for teachers | 1 hour | K–8 | K–6 | |
| Progress monitoring for teachers | 1 hour | K–8 | K–6 | |
| Goal setting and growth outcomes for teachers | 1 hour | K–8 | K–6 | K–8 |
| Reporting basics for leaders | 1 hour | K–8 | K–6 |
Online courses
mCLASS Math Texas sessions
Launch sessions
Launch sessions introduce Amplify programs and support strong implementation.
Strengthen sessions
Strengthen sessions deepen understanding of Amplify programs through targeted support.
| Session topic | Duration | mCLASS Math 2nd Edition agenda |
|---|---|---|
| Student thinking and instructional next steps for teachers | 3 hours | K–5 |
Online courses
| Course topic | mCLASS Math 2nd Edition online agenda |
|---|---|
| Administration and instruction essentials for teachers | Coming soon! |
Request a certificate
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net.

Get your certificate
Welcome, Indiana review committees!
New Mexico state reviewers: Welcome to Amplify Desmos Math 6–8!
Below you will find resources to guide your review. Some tips for getting started:
- For an overview of the program, start by viewing the Amplify Desmos Math Overview Video.
- Then, when you’re ready to log in and start your online review, view the 6–8 Form F Citation Video.

Amplify Desmos Math 6–8 overview video
Ampify Desmos Math 6–8 Form F citation video
New Mexico Form F correlations
Access your digital samples
For your digital review of Amplify Desmos Math 6–8, follow these steps:
- Locate your Digital Review Flyer in the binder included with your print samples.
- Click the Login to 6-8 Amplify Desmos Math button below.
- Enter the unique credentials found on your Digital Review Flyer.
- Start exploring!
Don’t forget to view the Form F Citation Video above for navigation tips!
Technical requirements & support
Technical Requirements for Amplify Desmos Math
For technical/digital support, contact:
Violet Wanta, VP Product Core Platform
Cell Phone: 203-980-2076
Email: vwanta@amplify.com
Program knowledge & additional support
For program questions or additional support, contact:
Matt Reed, VP Science
Cell Phone: 347-668-4537
Email: mreed@amplify.com
STEM Forum on Equity and Inclusion – Science
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net.

Get your certificate
STEM Forum on Equity and Inclusion – Math
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net

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

Share your science story!
Use this form to let us know how you would like to share your story. You can submit your experiences (in words, photos, or even videos) directly through the form or express interest in serving as a reference or joining a research group, and we’ll be in touch!
Inspiring the next generation of Oklahoma scientists, engineers, and curious citizens
Amplify Science is an engaging new core curriculum designed for three-dimensional, phenomena-based learning.

A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.
Our Instructional Model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
DO
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit, from building models of protein molecules to experimenting with electrical systems.
TALK
Student-to-student discourse and full class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation, and importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
VISUALIZE
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
Resources to support your review
- What’s so phenomenal about phenomena? – ebook
- Phenomena in grades K–5
- Phenomena in grades 6–8
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
- Active Reading in grades 6–8
- Engineering in Amplify Science
- Oklahoma standards correlation for grades K–8
- Program structure for grades K–5
- Program structure for grades 6–8
- Oklahoma recommended scope and sequence for grades 6–8
Remote and hybrid learning supports

Oklahoma remote and hybrid overview video
Amplify has launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote learning and hybrid learning easier, Amplify Science@Home includes two useful options for continuing instruction: @Home Videos and @Home Units.
Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.
Amplify Science@Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:
- Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available.
- Overviews to send home to families.
Student materials are available in two formats:
- @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home.
- Downloadable @Home Packets (PDF) for students without access to technology at home.
Download the Remote and hybrid learning guide.
What’s included
Flexible resources that work seamlessly together
Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:
- Record data
- Reflect on ideas from texts and investigations
- Construct explanations and arguments
Available with full-color article compilations for middle school units.

Digital student experience
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:
- Conduct hands-on investigations
- Engage in active reading and writing activities
- Participate in discussions
- Record observations
- Craft end-of-unit scientific arguments

Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:
- Classroom Slides
- Detailed lesson plans
- Unit and chapter overview documentation
- Differentiation strategies
- Standards alignments
- In-context professional development

Hands-on materials kits
Hands-on learning is at the heart of Amplify Science. Each unit kit contains:
- Consumable and non-consumable hands-on materials
- Print classroom display materials
- Premium print materials for student use (sorting cards, maps, etc.)

Scope and sequence
GRADE |
UNIT |
| Kindergarten |
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| Grade 1 |
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| Grade 2 |
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| Grade 3 |
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| Grade 4 |
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| Grade 5 |
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Grade |
Units |
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Grade 6 |
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Grade 7 |
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Grade 8 |
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Oklahoma Academic Standards for Science coverage
Amplify Science was designed from the ground up to meet the Next Generation Science Standards (NGSS), and the Oklahoma Academic Standards for Science (OASS) are closely aligned to the NGSS at K-8. The guidance below is meant to provide support for integrating additional activities that support full coverage of the OASS. You can view the full K–8 OASS correlation here.
Organized by grade level, each section below will outline:
- additional activities that support 100% alignment to the Oklahoma Academic Standards for Science;
- the standard being addressed with the activities;
- the recommended placement of the activities within a specific Amplify Science unit; and
- PDFs of any accompanying materials that are necessary to implement the activities.
Standard: 1.ESS3.1: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Recommended placement: Animal and Plant Defenses unit, Chapter 1
Materials: The Student Book Investigating Monarchs from the unit Needs of Plants and Animals
Investigating Monarchs emphasizes the needs of monarch caterpillars and butterflies and shows what happens when these animals are not able to meet their needs. The book first introduces the life cycle of monarchs, explaining that monarch caterpillars must eat milkweed to survive and change into butterflies. Their summer habitat must have milkweed. The butterflies then migrate a long distance, from the United States to a forest in the mountains of Mexico, where they take shelter in the trees. Their winter habitat must have trees. Scientists discovered that the monarch population in Mexico was greatly reduced because people were cutting down the trees. The forest was then protected, but the monarch population did not recover as expected. Scientists in the United States found evidence that this was because fields with milkweed are being replaced by farms and buildings. This book could be read with the class either before or after Chapter 1 of the Animal and Plant Defenses unit, which focuses on what plants and animals need to do to survive. Students could be asked to reflect on what the monarchs need to survive (including food and shelter), and how human activities impacted the monarchs’ ability to meet those needs. After reading the book, students could brainstorm ideas for how to reduce the impact of humans on the local environment.
Standard: MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Recommended placement: Metabolism unit, Lesson 3.3, addition to Activity 5
Materials: “What Eyes Can See” science article
As students investigate metabolism and the body systems, the article “What Eyes Can See” should be assigned to deepen their understanding of information processing and sense receptors and connect that understanding to the emerging idea of the interaction of waves with various materials. The article explores how the only thing we can really see is light. Light travels from a light source to the eye, passing through some materials and bouncing off others. Tiny organs inside the eye called rods and cones absorb energy from light, making vision possible. These interactions between light and materials determine our visible world.
Instructions:
Download the PDF “What Eyes Can See” above and remind students of the Active Reading Guidelines. Before students read the article, invite them to share prior experiences. For example, “Have you ever had an experience where something looked different in one kind of light than in another kind of light? Or where something seemed to appear or disappear when the light changed?”
Standard: MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Recommended placement: Harnessing Human Energy unit, Lesson 1.4, after Activity 4
Materials: Force and Motion Simulation; Activity instructions and copymasters
In this activity, students use the Force and Motion Simulation to investigate the relationship between kinetic energy, mass, and velocity.
Instructions
Download the PDF linked above for the Lesson Guide and copymasters needed for the activity. Note that this investigation is typically implemented during the Force and Motion unit. This means the Lesson Guide will contain some incongruous labeling (e.g., unit name), as well as instructions that are out of context and unnecessary for the purposes of addressing this standard at grade 7. We suggest skipping to step 4 of the Instructional Guide to avoid some of this. Your students will get additional exposure to this activity, and indeed the standard as a whole, when they get to the Force and Motion unit in grade 8.
Standards:
- MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
- MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Recommended placement: Force and Motion unit, after Lesson 1.5
Materials: Flextension PDF
This hands-on activity builds on and reinforces students’ understanding of forces that act at a distance, with a focus on electrostatic force. Students explore electrostatic forces, prompted by a set of challenges that they try to accomplish. Next, students generate scientific questions based on their observations. Electrostatic force is less predictable and consistent than magnetic force, and investigating it can be both challenging and intriguing. The purpose of this lesson is for students to gain firsthand experience with electrostatic force and to gain experience generating scientific questions based on observations. You might choose to include this Flextension if you would like your students to have more exposure to electrostatic force, and if you would like to challenge your students to explore and ask questions about a challenging type of force.
Instructions:
Download the PDF linked above for a detailed Lesson Guide and the copymasters associated with the activity. Note that this activity is typically implemented as an add-on Flextension during the Magnetic Fields unit. This means that you will see some information that is out of context (e.g., placement information, unit title), but the activity itself also works for the purposes of the Force and Motion unit. If you have any questions, please reach out to our support team via the chat icon in your account or help@amplify.com.
Explore the Digital Teacher’s Guide
When you’re ready to review, click the orange button below and use your provided login credentials to access the Amplify Science Digital Teacher’s Guide.
To help familiarize yourself with navigating the digital Teacher’s Guide, watch our navigational guide videos:
Grades K–5:
Grades 6–8:
Looking for help?
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans
- Information on where to locate standards and other planning materials
- Recommendations and tips for day-to-day teaching with Amplify programs
- Support with administering and interpreting assessment data and more
To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com
Timely technical and program support
Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
For your most urgent questions:
- Use our live chat within your program
- Call our toll-free number: (800) 823-1969
For less urgent questions:
Contact us
Contact your South Carolina team representatives:
Jeff Rutter
Field Manager
jrutter@amplify.com
(727) 512-8440
Cathy McMillan
Senior Account Executive
cmcmillan@amplify.com
(904) 465-9904
Inspiring the next generation of South Carolina scientists, engineers, and curious citizens
Amplify Science is an engaging new core curriculum designed for three-dimensional, phenomena-based learning.
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

Our Instructional model
The Amplify Science program is rooted in the proven, research-based pedagogy of Do, Talk, Read, Write, Visualize. Here’s how each element works:
DO
First-hand investigations are an important part of any science classroom, and Amplify Science has students getting hands-on in every unit, from building models of protein molecules to experimenting with electrical systems.
TALK
Student-to-student discourse and full class discussions are an integral part of the program. Students are provided with numerous opportunities to engage in meaningful oral scientific argumentation, all while fostering a collaborative classroom environment.
READ
Students read scientific articles, focusing their reading activities on searching for evidence related to their investigation, and importantly, on asking and recording questions as they read through fascinating texts on 21st-century topics.
WRITE
Following real-world practices, students write scientific arguments based on evidence they’ve collected, making clear their reasoning about how a given piece of evidence connects to one of several claims.
VISUALIZE
By manipulating digital simulations and using modeling tools to craft visualizations of their thinking— just as real scientists and engineers do—students take their learning far beyond the confines of what they can physically see in the classroom in an exciting and authentic way.
Explore the Digital Teacher’s Guide
When you’re ready to review, click the orange button below and use your provided login credentials to access the Amplify Science Digital Teacher’s Guide. If you need login credentials, contact Jeff Rutter, jrutter@amplify.com.
Resources to support your review
- South Carolina recommended scope and sequence for grades 6–8
- South Carolina standards correlation for grades K–8
- What’s so phenomenal about phenomena? – ebook
- Phenomena in grades K–5
- Student Books in grades K–5
- Literacy-rich science instruction in grades K–5
- Active Reading in grades 6–8
- Engineering in Amplify Science
- Program structure for grades K–5
Scope and sequence
GRADE |
UNIT |
| Kindergarten |
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| Grade 1 |
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| Grade 2 |
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| Grade 3 |
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| Grade 4 |
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| Grade 5 |
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Grade |
Units |
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Grade 6 |
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Grade 7 |
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Grade 8 |
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South Carolina College- and Career-Ready Science Standards 2021
Amplify Science was designed from the ground up to meet the Next Generation Science Standards (NGSS), and the South Carolina College- and Career-Ready Science Standards 2021 are closely aligned to the NGSS at K-8. The guidance below is meant to provide support for integrating additional companion activities that support full coverage of the South Carolina College- and Career-Ready Science Standards 2021.
Organized by grade level, each section below will outline:
- Additional activities that support 100% alignment to the South Carolina College- and Career-Ready Science Standards 2021;
- The standard being addressed with the activities;
- The recommended placement of the activities within a specific Amplify Science unit; and
- PDFs of any accompanying materials that are necessary to implement the activities.
Standard: MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
Recommended placement: Thermal Energy unit, Lesson 4.4, addition to Activity 3
Materials: “Liquid Oxygen”
By reading the article “Liquid Oxygen,” which describes how the relationship between attraction and kinetic energy determines when a substance changes phase, students extend their understanding of the possible effects of adding or removing thermal energy to include changes in state (phase). Oxygen is one of the most common elements in the world, but most people are only familiar with oxygen in the gas phase. Because oxygen molecules are only weakly attracted to one another, condensing oxygen is difficult. This article introduces students to molecular attraction and discusses its role in phase change, including how it can be used to turn oxygen from a gas to a liquid.
Instructions:
Download PDFs of the “Liquid Oxygen” and distribute it to students. Before they begin reading, remind students of the Active Reading Guidelines.
Standard: MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Recommended placement: Weather Patterns unit, Lesson 4.4, addition to Activity 3
Materials: “Harvesting Sunlight”, “Why No One in Space Can Hear You Scream” and “Making Waves at Swim Practice”
After investigating weather patterns, which includes a focus of the effects of energy from sunlight, students extend their learning about light by reading three articles about light and other waves.
“Harvesting Sunlight:” Students read this article to learn about the types of light from the sun that plants use for photosynthesis. The article describes how the sun emits all types of light, but plants can only use certain types of visible light for photosynthesis, mostly red and blue light. Plants also absorb other types of light, and these types of light affect plants in different ways. Students use this information to gather evidence that there are different types of light that can affect a material in different ways.
“Why No One in Space Can Hear You Scream:” Students read this article to learn about how waves are transmitted. Explosions that would be deafening on Earth are silent in space. This is because sound is produced by sound waves and, unlike light waves, sound waves need matter to travel through. Reading about this phenomenon helps students understand the similarities and differences between mechanical and electromagnetic waves.
“Making Waves at Swim Practice:” A practice for the school swim team provides an everyday context for discussing light waves and sound waves in this engaging article. First, the article explores sound waves traveling through different materials–the air, the water of the pool, and even a metal poolside bench. Students discover that sound waves travel at different speeds in different materials. The later part of the article discusses light waves, which also travel at different speeds in different materials. As light waves move from one material to another, they change speed and bend. This bending of light waves is called refraction, and it explains why objects that are partly in the water and partly out of the water (such as the legs of a person sitting on the side of a pool) appear ripply and bent.
Instructions:
Plan one class period for each article. Download PDFs of the “Harvesting Sunlight,” “Why No One in Space Can Hear You Scream,” and “Making Waves at Swim Practice” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines.
Standard: MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Recommended placement: Harnessing Human Energy unit, Lesson 3.4, after Activity 1
Materials: “Earth’s Geomagnetism” and “Painting with Static Electricity”
After concluding their investigations of energy transfers and conversions, students read two articles that introduce the topic of forces that act at a distance.
“Earth’s Geomagnetism:” What makes a compass needle point north, no matter what? This article introduces students to Earth’s geomagnetic field and the field lines scientists use to show its direction.
“Painting with Static Electricity:” This article gives students the opportunity to learn about electrostatic fields and forces in the context of spray painting without making a mess. Electrostatic painting systems use electrostatics to draw spray paint toward the object being painted, and nowhere else. Painters charge the object they are painting with a negative charge and the paint with a positive charge. The opposite charges are attracted to one another, causing the paint to move toward the object. This surprising use of electrostatics saves time and paint and keeps things tidy!
Instructions
Plan one class period for each article. Download PDFs of the “Earth’s Geomagnetism” and “Painting with Electricity” articles. For each article, before students begin reading, preview the article and discuss what students already know and what they wonder about the topic, then remind students of the Active Reading Guidelines.
What’s included
Science articles
The middle school science articles serve as sources for evidence collection and were authored by science and literacy experts at the Lawrence Hall of Science.

Student Investigation Notebooks
Available for every unit, the Student Investigation Notebooks provide space for students to:
- Record data
- Reflect on ideas from texts and investigations
- Construct explanations and arguments
Available with full-color article compilations for middle school units.

Digital student experience
Students access the digital simulations and modeling tools, as well as lesson activities and assessments, through the digital student experience. Students can interact with the digital student experience as they:
- Conduct hands-on investigations
- Engage in active reading and writing activities
- Participate in discussions
- Record observations
- Craft end-of-unit scientific arguments

Teacher’s Guides
Available digitally and in print, the Teacher’s Guides contain all of the information teachers need to facilitate classroom instruction, including:
- Classroom Slides
- Detailed lesson plans
- Unit and chapter overview documentation
- Differentiation strategies
- Standards alignments
- In-context professional development

Hands-on materials kits
Hands-on learning is at the heart of Amplify Science. Each unit kit contains:
- Consumable and non-consumable hands-on materials
- Print classroom display materials
- Premium print materials for student use (sorting cards, maps, etc.)

Remote and hybrid learning supports

Amplify has launched a new remote learning solution called Amplify Science@Home. Intended to make extended remote learning and hybrid learning easier, Amplify Science@Home includes two useful options for continuing instruction: @Home Videos and @Home Units.
Amplify Science @Home Videos are recordings of real Amplify Science teachers teaching the lessons. For those teachers who are unable to meet synchronously with their students, the recorded lessons are a great way to keep their students on track and engaged with Amplify Science while at home. These videos will be produced for all K–5 units, and for the first four units of each 6–8 grade level. Their release will be rolling, beginning in August.
Amplify Science@Home Units are modified versions of Amplify Science units, strategically designed to highlight key activities from the program. The @Home Units take significantly less instructional time than the complete Amplify Science program and allow students to engage with science at home. @Home Units will be developed for all Amplify Science K–8 units. Each @Home unit includes:
- Teacher overviews explaining how to use the materials, including suggestions for enhancing the @Home Units if synchronous learning or in-class time with students is available.
- Overviews to send home to families.
Student materials are available in two formats:
- @Home Slides (PDF/PPT) + Student Sheets (PDF) for students with access to technology at home.
- Downloadable @Home Packets (PDF) for students without access to technology at home.
Download the Remote and hybrid learning guide.
Looking for help?
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans
- Information on where to locate standards and other planning materials
- Recommendations and tips for day-to-day teaching with Amplify programs
- Support with administering and interpreting assessment data and more
To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com
Timely technical and program support
Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
For your most urgent questions:
- Use our live chat within your program
- Call our toll-free number: (800) 823-1969
For less urgent questions:
Contact us
Contact your South Carolina team representatives:
Jeff Rutter
Field Manager
jrutter@amplify.com
(727) 512-8440
Cathy McMillan
Senior Account Executive
cmcmillan@amplify.com
(904) 465-9904
The Science of Reading: A Defining Movement Book Launch
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net

Get your certificate
Reading Reimagined Summit – get your certificate
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net.

Get your certificate
STEM Forum – get your certificate
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net.

Get your certificate
Science of Reading Symposium
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net

Get your certificate
Welcome to Amplify Science!
This site contains supporting resources designed for LAUSD Amplify Science for grades TK–8. Check back for exciting updates!
Sync Grades to Schoology – Amplify Classwork
Navigate to the Amplify Science Program Hub (video walk-through)
Share the The Caregiver Hub (Eng/Span)
ES Science Teachers
MS (6-8) Unpacking the Unit Videos
Upcoming Amplify Science PDs:
- ES (K-5) – Refer to MyPLN: (Search Amplify 24)
- MS (6-8) – Refer to MyPLN
- Click here to go back to the LAUSD homepage.

Program Introduction
Learn more about Amplify Science
Click the buttons below to explore the Amplify Science California Program Guide. You can access the full digital Teacher’s Guide from the Program Guide to explore the program.
2024-2025 Session Materials
Unit 2 Deep Dives:
- Unit 2 Deep Dive, Part 1: Preparing to Teach (GK)
- Unit 2 Deep Dive, Part 2: Writing and Assessment (GK)
- Unit 2 Deep Dive, Part 1: Preparing to Teach (G1)
- Unit 2 Deep Dive, Part 2: Writing and Assessment (G1)
- Unit 2 Deep Dive, Part 1: Preparing to Teach (G2)
- Unit 2 Deep Dive, Part 2: Writing and Assessment (G2)
- Unit 2 Deep Dive, Part 1: Preparing to Teach (G3)
- Unit 2 Deep Dive, Part 2: Writing and Assessment (G3)
- Unit 2 Deep Dive, Part 1: Preparing to Teach (G4)
- Unit 2 Deep Dive, Part 2: Writing and Assessment (G4)
- Unit 2 Deep Dive, Part 1: Preparing to Teach (G5)
- Unit 2 Deep Dive, Part 2: Writing and Assessment (G5)
Unit 3 Deep Dives (G 3-5)
- Unit 3 Deep Dive, Part 1: Preparing to Teach (G3)
- Unit 3 Deep Dive, Part 2: Writing and Assessment (G3)
- Unit 3 Deep Dive, Part 1: Preparing to Teach (G4)
- Unit 3 Deep Dive, Part 2: Writing and Assessment (G4)
- Unit 3 Deep Dive, Part 1: Preparing to Teach (G5)
- Unit 3 Deep Dive, Part 2: Writing and Assessment (G5)
January 25th Elementary Onsite
Unit 3 Deep Dives (GK-2)
- Unit 3 Deep Dive, Part 1: Preparing to Teach (GK)
- Unit 3 Deep Dive, Part 1: Preparing to Teach (G1)
- Unit 3 Deep Dive, Part 1: Preparing to Teach (G2)
- Unit 3 Deep Dive, Part 2: Writing and Assessment (GK)
- Unit 3 Deep Dive, Part 2: Writing and Assessment (G1)
- Unit 3 Deep Dive, Part 2: Writing and Assessment (G2)
March 15th Elementary Onsite
Supplemental Materials
2026-2027 LAUSD Planning Calendars
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Grade 6 (Elementary)
- Grade 6 (Middle School)
- Grade 7
- Grade 8
Middle School Curriculum Maps
Misc. Planning Resources
Lesson Prep Videos
Unit 1
Grade 3 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B
Grade 4 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B
Grade 5 Lesson Prep Videos can be found in the Resources section in the Amplify Science- Elementary group in Schoology. Access code: W4PK-W466-63F5B
New Teachers – Start Here
To start using Amplify Science quickly in your classroom, check out the following onboarding videos. They cover what you need to know to get started fast, from unpacking materials to logging in and navigating the digital Teacher’s Guide.
The following videos give you a quick look into our Amplify Science classroom kits. For each grade level, we have a video for the first unit in the scope and sequence, and we show you how to unpack the kits for all the units.
Looking for help?
Technical, program and pedagogical support
Our technical, program and pedagogical support is available from 7 a.m. to 7 p.m. ET, Monday through Friday.
For your most urgent questions (immediate help during the school day):
- Use our live chat within your program
- Call (800) 823-1969
- Email help@amplify.com
We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans
- Information on where to locate standards and other planning materials
- Recommendations and tips for day-to-day teaching with Amplify programs
- Support with administering and interpreting assessment data and more
To reach our pedagogical team:
- Use our live chat within your program
- Call (800) 823-1969
- Email edsupport@amplify.com
Science of Reading: The Learning Lab course reflection
Create a short video or audio recording (approx. 1-3 minutes) responding to the course prompt. Please fill out the “Consent and release” section if you are willing to let us share your experience.

Tips for recording
Below are some suggested best practices for video and/or audio recordings:
- Lighting is best when the source is facing you; avoid overhead lighting.
- Avoid background noise and echos.
- It’s best to avoid both a busy background and clothing.
- Direct your gaze into the camera as much as possible.
- Record with phone in landscape (long from left to right) ensuring there’s ample open space around your head.
- Do a brief test to check video and audio quality.
- Ask a friend to help with the recording, if needed.
Submit feedback
We want to hear from you!
Science of Reading:
The Podcast seeks
student voices
The next season of Science of Reading: The Podcast will be focused on the importance of knowledge-building, so we want to hear from students about their favorite classroom topics!
If you know a student who might want to be a podcast star, use the form below to submit a short video or voice recording of them answering the question: What’s your favorite classroom topic and why?
Recordings should be 30 seconds or less.
Caregivers must complete the “consent and release” section of the form in order for student recordings to be considered.

We want to hear from you!
Oregon Enhanced ELA State Review for K–5
Survey
We’re interested in learning more about you. Please fill out this survey!
Program overview
Boost Lectura is a high-quality, personalized Spanish literacy foundational skills program that complements Amplify Reading to build reading proficiency in both English and Spanish for grades K–2.
Student field study experience
Note: This is an early subset of the program experience. Some content may be appropriate for some students, but difficult for others. This is feedback we want to hear. The designs are also still in progress, with many aspects yet to be featured. Please email Aya Bukres with all suggestions!
Field study books and games
Below is a list of books and games (with associated skills) by grade level. Students will access these games and books through Quests.
Note: Books do not include voice-over at this time.
Kindergarten Books
| ¿Qué pasa con la gallina Tina? | ¿Qué puedes hacer con los 5 sentidos? | ¿Por qué croan las ranas? |
| Un festín de sabores | Un ¡pop! en tiempo | Los aluxes |
| El efecto mariposa | Las estaciones del año |
Kindergarten Games
| Game Name | Big Idea | Skill that will be practiced |
| Son sabrosón | Phonological Awareness | Rhyming |
| Alfa y beto | Phonological Awareness | Blending |
| Jugando ando | Phonological Awareness | Segmentation |
| Tragaletras exigentes | Phonics | Letter-sound correspondences |
| Tragaletras gruñones | Phonics | Letter combinations |
| Tragaletras comelones | Phonics | Review of letter-sound correspondences and letter combinations |
| Investiga la escena | Comprehension Processes | Gap-filling Inferences |
Grade 1 Books
| La leyenda de la colibrí | La capibara: Un animal amigable | Mi ruidoso cuerpo |
| El zorro y el huaychao | Deseos al sol |
Grade 1 Games
| Game Name | Big Idea | Skill that will be practiced |
| Alfa y beto | Phonological Awareness | Blending |
| Jugando ando | Phonological Awareness | Segmentation |
| Tragaletras exigentes | Phonics | Letter-sound correspondences |
| Tragaletras gruñones | Phonics | Letter combinations |
| Tragaletras comelones | Phonics | Review of letter-sound correspondences and letter combinations |
| Silabalón: la copa | Phonics | Syllable decoding |
| ¿Aquí o alla? | Phonics & Word Recognition | Decoding words with y, g, and c |
| ¿Esta o aquella? | Phonics & Word Recognition | Decoding words with different graphemes to represent the same phoneme |
| ¡Abra palabra! | Phonics & Word Recognition | Decoding – syllable manipulation |
| Quita y pon | Phonics & Word Recognition | Decoding – syllable manipulation |
| ¡Conéctalo! | Comprehension Processes | Using connectives |
| Investiga la escena | Comprehension Processes | Gap-filling inferences |
Grade 2 Books
| La despedida | La verdadera fortuna | La fascinante Ruta de la Seda |
| Bernardo de Gálvez | Hormigas amigas |
Grade 2 Games
| Game Name | Big Idea | Skill that will be practiced |
| ¿Aquí o alla? | Phonics & Word Recognition | Decoding words with y, g, and c |
| ¿Esta o aquella? | Phonics & Word Recognition | Decoding words with different graphemes to represent the same phoneme |
| ¡Abra palabra! | Phonics & Word Recognition | Decoding – syllable manipulation |
| Quita y pon | Phonics & Word Recognition | Decoding – syllable manipulation |
| ¡Conéctalo! | Comprehension Processes | Using connectives |
| Investiga la escena | Comprehension Processes | Gap-filling inferences |
Consider using Boost Lectura during the following times:
- Small group or center time
- Choice time
- During intervention blocks
- After school
- At home
- Remote learning
Getting your students online

Instruct students to navigate to learning.amplify.com, and log in using the method you typically use when logging into Boost Reading.

Find and click on the icon for Boost Lectura, as shown above.
At this time, students can begin playing games or reading books by clicking on “Iniciar.”

Having students play games in Quests
Select a game from the list to play!

Students can play games in Quests by selecting the curioso icon.

Students should hear quest narratives in Spanish.
The Automatic Placement Tool (APT)
The Automatic Placement Tool will be served when students first log in and choose the Lectura product. The Experience should take about 15–20 minutes total.
Students are greeted with a comical animation explaining we need their help with answering a few questions.

Students are guided through a few short activities measuring different skills domains.

Students receive closure to their experience via another short animation.

Troubleshooting guide
Please check to ensure “cookies” are accepted on your device.
If you still receive an error message or blank screen when accessing an Amplify page, please email Aya Bukres.
Please email Aya Bukres to confirm your login credentials.
Request a certificate
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net

Get your certificate
Request a certificate
Once you submit this form, it will take a few days to generate and send your personalized certificate. That email will come directly from support@credential.net

Get your certificate
Amplify Classroom and Polypad free and commercial use guidelines
If you’d like to use Amplify’s tools or content in your work, please review these guidelines to determine if your specific use is allowed and whether you need to submit a request for approval.
Overview
Amplify Classroom offers free prebuilt interactive and print-based lessons, interactive lesson-building tools, and Polypad virtual manipulatives. See amplify.com/classroom and polypad.amplify.com for more information.
Amplify Classroom features:
- Activity Builder (labeled “Custom Activities” in the platform): This content-creating and publishing tool enables educators to create their own interactive lessons and edit existing lessons.
- Polypad virtual manipulatives: These virtual manipulatives allow teachers and students to explore concepts, express their creativity, and visualize their thinking. Polypad virtual manipulatives can be embedded directly into lessons via Activity Builder or used as a stand-alone, dynamic workspace.
- Computation Layer: This feature enables educators to further customize lessons created with Activity Builder. Computation Layer is the code that allows components within the lessons to “talk” to one another, enabling users to connect representations; customize content; and provide dynamic, interpretive feedback. Computation Layer is accessible through Activity Builder.
Amplify Classroom includes activities and lessons across many subjects, created by the thousands of educators on our platform. Content created by Amplify is tagged “By Amplify,” “By Amplify Classroom,” or “By Desmos Classroom.”
Amplify also publishes paid core curriculum programs, including Amplify Desmos Math, Amplify Science, Amplify CKLA, Amplify Caminos, and Amplify ELA. These products can be reviewed and purchased by schools or districts interested in comprehensive resources aligned to standards and designed to motivate students. Some of the lessons that are free to use on Amplify Classroom (labeled Try It! lessons) are also part of these paid products. Learn more about our products and request a sample.
Amplify Classroom tools and content (other than paid products) are free for personal, educational, and non-commercial use, subject to our Acceptable Use Policy and Usage Guidelines. These guidelines also permit certain commercial uses. You generally don’t need to submit a request to use our free tools and resources for the permitted purposes covered in these guidelines. As long as you are following our Acceptable Use Policy and Usage Guidelines, as well as making appropriate Attributions and Disclaimers, you are permitted to move forward with your project. To make sure your use is permitted, please read these guidelines thoroughly and in their entirety. If you would like to explore a license for a use not permitted here, please submit this form.
Amplify does not own but partners with Desmos Studio, the maker of a suite of free math tools, including a graphing calculator used by over 75 million people around the world. (See desmos.com for more information.) Please contact Desmos Studio for information on using their content or tools.
Usage guidelines
Please adhere to the following guidelines for using Amplify Classroom tools and content in each of the scenarios set out below. You are required to follow our General Guidelines and Attribution requirements below when making permitted uses. You are responsible for clearing any third party marks and content you use in your applications or publications.
Uses labeled “PERMITTED USES” do not require permission, and you do not need to tell us about them—but we do appreciate hearing from you! Feel free to fill out this form to tell us about how you are using our tools and materials, and the ways in which you are finding them useful.
Uses labeled “CONTACT US” do require permission. If you are interested in such use, please submit this form, and someone from our team will endeavor to follow up with you as soon as possible.
Teaching and education services
This section provides guidelines on using Amplify Classroom for teaching and education services.
| PERMITTED USES | Educators creating, modifying (where permitted), and using Amplify Classroom content for classroom teaching in a school | |
| Public school districts, charter schools, and networks creating, modifying (where permitted) and using Amplify Classroom content for classroom teaching | ||
| Private tutors creating or using Amplify Classroom content in 1:1 or small-group tutoring sessions | ||
| CONTACT US | For-profit school or network of schools implementing Amplify Classroom for the school or network | |
| Education publishers and EdTech organizations (whether for profit or non-profit) using or linking to Amplify Classroom content and tools | ||
| Any organizations or individuals embedding the teaching and learning experience from the Amplify Classroom lessons in their websites or applications (except API/iFrames Polypad integrations permitted below) | ||
| Educators or other individuals authoring lessons for commercial purposes (e.g., to sell on Teachers Pay Teachers and similar websites) | ||
| School districts, states, education publishers or technology providers, educators or any other individual or organization (whether for profit or non-profit) using Amplify Classroom content or platform to create paid curricula, educational courses, assessments, or any materials or curricula for submission for a state adoption list; or for offering, marketing, or sale to any schools or educational agencies or organizations, in or outside of the U.S. | ||
| Instructional/tutoring organizations (whether for profit or non-profit), seeking to use Amplify Classroom for its tutors or instructors |
Print and presentations
This section provides guidelines on including content from Amplify Classroom, such as portions of free lessons or images generated using our tools, in printed materials or presentations.
| PERMITTED USES | Books, including textbooks, up to two thousand copies | |
| Periodicals (newspapers, magazines, journals, etc.) | ||
| Business documents such as company reports, proposals, presentations, etc. | ||
| Academic publications, research papers, Ph.D. theses, and portfolios | ||
| Conferences, presentations and accompanying slides | ||
| CONTACT US | Books, more than two thousand copies, or as cover art for a book | |
| As content within platforms, mobile and tablet applications, PDFs, ebooks, multimedia materials, or other digital resources or products | ||
| Consumer and retail goods or packaging (e.g., shirts, beach towels, shower curtains, mugs, posters, stationery) |
Web and apps
This section provides guidelines for embedding Amplify Classroom tools into your platform.
| PERMITTED USES | ![]() | Individuals and schools embedding Polypad in their materials for instructional use are permitted to do so; for integration options, see below. |
![]() | Organizations (whether for profit or non-profit) offering paid services embedding Polypad with <10k requests per year | |
| CONTACT US | ![]() | Organizations (whether for profit or non-profit) offering paid services embedding Polypad with >10k requests per year |
![]() | Individuals or organizations looking to embed Activity Builder/Computation Layer in their applications | |
![]() | Individuals or organizations looking to embed Amplify Classroom tools in larger applications, more complex integrations, white-labeling, or hosting Amplify’s JS files on their own infrastructure | |
![]() | Polypad links, screenshots, iFrames, or API uses behind a paywall |
Polypad integration options
There are two integration options for using Polypad within your own applications, including:
- Using iFrames hosted by Amplify.
- As a white-labeled JavaScript API that can be self-hosted and embedded in other websites or apps.
Developers can customize the features and behavior through numerous options and event listeners, and interact with the canvas programmatically to build custom functionality.
Visit the Polypad API page to learn more about Polypad API license terms and to generate API Key.
General guidelines
Copyright fair use
Your use of our content may be acceptable under principles of fair use (or other similar concepts in other countries). Under the fair use doctrine of the U.S. Copyright Act of 1976, it is permissible to use limited portions of a work for purposes such as commentary, criticism, news reporting, research, and scholarly reports.
Whether a particular use qualifies as fair use depends on a number of factors. For more information see resources from the U.S. Copyright Office, Circular 21, Reproductions of Copyrighted Works by Educators and Librarians, and Fair Use Index. Amplify can’t tell you if your use of this content would be fair use, so you may wish to obtain your own legal advice.
Use of trademarks
Our trademarks are valuable assets of Amplify and its licensors, and we want to ensure our users and partners use them correctly. These trademarks include the Amplify word mark and logo, Polypad word mark, Core Knowledge Foundation word mark and logo, the Lawrence Hall of Science word mark and logo, and the Desmos and Amplify Classroom word marks and logos.
Logos
Our logos can only be used if you have an existing partnership, and you’ve reached out to your Amplify contact to secure formal approval from Amplify’s brand team.
Logos must never be used in a way that implies an endorsement or affiliation with Amplify where such a relationship does not exist.
Please contact media@amplify.com if you need to use an Amplify or Amplify Classroom logo.
Please contact Desmos Studio for Desmos Studio branding guidelines and licensing.
Use of product names and features
If making a use permitted under these guidelines or approved by Amplify, you may use the Amplify name or one of our product names or features in plain text to indicate that your product or service integrates with, or relates to, an Amplify product or service.
However, all references must be honest and accurate, and you can’t incorporate these names into your own name or imply an endorsement by Amplify or any of its licensors.
| REQUIRED | ![]() | Use the complete name “Amplify Classroom” when referencing the platform. |
![]() | Use “Amplify Classroom lessons” when talking about specific lessons authored in the Amplify Classroom platform. | |
![]() | Use “Teacher-created Amplify Classroom lessons” or “[Company name]-authored Amplify Classroom lessons” when talking about a lesson that has been authored by anyone other than Amplify personnel. | |
![]() | Include required attribution and disclaimers. | |
| PROHIBITED | ![]() | Do not imply an endorsement or affiliation with Amplify where such a relationship does not exist. |
Attribution and disclaimers
You are required to include a link to the homepage of Amplify Classroom (amplify.com/classroom) and a prominent disclaimer of affiliation when making permissible uses described above in at least one place in your materials, preferably the cover page or landing page.
Visit Amplify Classroom for free lessons, lesson-building tools, and Polypad virtual manipulatives at amplify.com/classroom. This content is not affiliated with, sponsored by, or endorsed by Amplify or any of its licensors. Amplify®, Amplify Classroom™, and related trademarks are the property of Amplify Education, Inc.
If your current attribution language refers to Desmos Classroom, please update the attribution to “Amplify Classroom” instead of “Desmos Classroom.”
Contact us
Amplify Classroom and Polypad usage inquiry form for uses labeled “Contact Us”
Thank you for your interest in using Amplify Classroom and/or Polypad. If your intended use falls into one of the categories labeled “Contact us,” please fill out this form, so we can determine the appropriate permissions or licenses:
Amplify Classroom and Polypad usage inquiry form for uses labeled “Permitted”
Thank you for your interest in using Amplify Classroom and/or Polypad. If your intended use falls under the “Permitted” categories outlined in our use guidelines, please let us know by filling out the form below. This helps us understand how our tools are being used.
Note: If your intended use falls under one of the “CONTACT US” categories outlined in our use guidelines, please fill out this form.
Amplify Classroom and Polypad Permitted Use Form
New Mexico educators: Welcome to Amplify Science 6–8!
Instructions
1. Chat Icon (you may have the wait for the site to fully load before this appears; icon will load in the lower right hand side of the page)

2. Click on the “Send us a message

3. Enter your email address (you will incur no spam from this).
4. For “Write your message…” type following:
“Hello! This is [your name]! I am initiating the chat portion of my interview.”

5. Within 2-3 minutes, an interviewer will message you back and the interview will begin
DPS teachers, welcome to Amplify Science!
Here you’ll learn more about the program, download a pre-launch checklist, and read about how to get help when planning and delivering instruction.

Program introduction
Onboarding: What to expect
Welcome to Amplify Science! To help you know what’s coming next, we created the following visual that outlines the steps of the onboarding process. You can use it as a reference.

Onboarding videos
To start using Amplify Science quickly in your classroom, check out the following onboarding videos. They cover what you need to know to get started fast, from unpacking materials to logging in and navigating the digital Teacher’s Guide.
What’s online?
Program pacing
Planning strategies
How to log in and navigate
Introduction to Classwork (grades 6–8)
DPS scope and sequence (K–5)

DPS scope and sequence (6–8)

Amplify Science Program Guide
Getting started
The Amplify Science Program Guide details information about the program, including its authorship, development, themes, and more. It serves as a resource for finding out more about the program’s structure, components, supports, how it meets standards, and flexibility.
Navigate through the links below to access more information about the program and to explore resources that can help with your implementation:
Digging deeper
The sections below provide more details on the program’s approach and pedagogy:
Join our community.
Our Amplify Science Facebook group is a community of Amplify Science educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.
Looking for help?
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans
- Information on where to locate standards and other planning materials
- Recommendations and tips for day-to-day teaching with Amplify programs
- Support with administering and interpreting assessment data and more
To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com
Timely technical and program support
Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
For your most urgent questions:
- Use our live chat within your program
- Call our toll-free number: (800) 823-1969
For less urgent questions:
DPS leaders, welcome to Amplify Science!
Here you’ll find information about enrollment and licensing, materials and shipping logistics, professional learning resources, and more.

Program introduction
Onboarding: What to expect
Welcome to Amplify Science! To help you know what’s coming next, we created the following visual that outlines the steps of the onboarding process. You can use it as a reference.

Technology requirements and guidelines
To ensure that your hardware and network meet the minimum technical requirements for optimal performance and support of your digital curriculum products, please see Amplify’s customer requirements page.
To ensure access to Amplify Science, add the URLs on this page to the corresponding district or school-level filters.
DPS scope and sequence (K–5)

DPS scope and sequence (6–8)

Amplify Science Program Guide
Getting started
The Amplify Science Program Guide details information about the program, including its authorship, development, themes, and more. It serves as a resource for finding out more about the program’s structure, components, supports, how it meets standards, and flexibility.
Navigate through the links below to access more information about the program and to explore resources that can help with your implementation:
Digging deeper
The sections below provide more details on the program’s approach and pedagogy:
Join our community.
Our Amplify Science Facebook group is a community of Amplify Science educators from across the country. It’s a space to share best practices, ideas, and support on everything from implementation to instruction. Join today.

Looking for help?
Powerful (and free!) pedagogical support
Amplify provides a unique kind of support you won’t find from other publishers. We have developed an educational support team of former teachers and administrators who provide pedagogical support for every Amplify curriculum, assessment, and intervention program. This service is completely free for all educators who are using our programs and includes:
- Guidance for developing lesson plans and intervention plans
- Information on where to locate standards and other planning materials
- Recommendations and tips for day-to-day teaching with Amplify programs
- Support with administering and interpreting assessment data and more
To reach our pedagogical team, use our live chat within your program, call (800) 823-1969, or email edsupport@amplify.com
Timely technical and program support
Our technical and program support is included and available from 7 a.m. to 7 p.m. ET, Monday through Friday, through a variety of channels, including a live chat program that enables teachers to get immediate help in the middle of the school day.
For your most urgent questions:
- Use our live chat within your program
- Call our toll-free number: (800) 823-1969
For less urgent questions:
Amplify Science Resources for NYC (6-8)
This page has been archived. For the latest information, please visit the NYC Resource Site.

Welcome!
As the 2021-2022 school year kicks into full gear, you’re likely thinking about making your classroom responsive to student needs due to the covid-19 pandemic.
- CLRT in Amplify Science
- SEL in Amplify Science
- Responsive Relaunch Introduction Video
- Responsive Relaunch NYC Brief
Got additional questions? Use Zoom to attend office hours with Adaliz Gonzalez, the DOE’s Middle School Science Lead on Thursdays from 3-4pm.
Meeting ID: 852 2280 0969
Passcode: 528986
A powerful partnership
Amplify Science was developed by the science education experts at UC Berkeley’s Lawrence Hall of Science and the digital learning team at Amplify.

NYC Newsletters
- February 2022
- January 2022
- December 2021
- October 2021
- September 2021
- June 2021
- May 2021
- April 2021
- March 2021
- February 2021
- January 2021
- December 2020
- October 2020
Educator Spotlight Submission
Calling all NYC DOE educators! Do you know an educator who has gone above and beyond? Would you like to highlight your teaching experience for others? Submit nominations here to see them featured as a spotlight in a future edition of our monthly newsletter and on our Instagram pages!
Introduction
This page includes planning, implementation, and professional learning resources for NYC schools using Amplify Science. Please take a moment to familiarize yourself with the categories in the navigation bar on the left side of the page, so that you’ll be able to easily find what you need.
Most New York City educators come here looking for specific information, but if you’re new to Amplify Science, we recommend you read through the program guide to learn a little about the program.
New to Amplify? – Start HERE!
Teachers and Administrators
Step 1: Review the Amplify Science Overview Video.
Step 2: Review the NYC Scope and sequence for 21-22 school year.
Step 3: Review the Unpacking the Kit Videos listed below to understand what’s in your unit 1 kit.
Step 4: Access your unique Log-in information to log-in to the Amplify Science Curriculum outlined below under Login support
Step 5: Log into the platform and access our Program Hub. Select Using this site for self study for a complete suite of training videos and resources for an initial orientation video series.
Step 6: Log into the curriculum and begin studying the Unit Map and Teacher’s Guide resources and begin planning your first lesson. Print out the NYC Program Guide for essential program information.
Step 7: Administrator’s ONLY – Review the new administrator orientation presentation for an overview of the program. Review other materials under Admin Resources.
NOTE: Should you need any additional guidance on how to get started with prep (or anything else!), please feel free to get in touch with our pedagogical support team. They are available Monday-Friday from 7AM-7PM EST. You can reach them via the chat icon in the lower right- hand corner of your screen when logged in, through email (help@amplify.com), or via phone (800-823-1969).
Getting started resources
- NYC Resource Site overview – quick links
- Tech requirements
- Classroom Technology Quick Start Guide – a one-page guide to using Amplify Science in a variety of technology environments
Login Support
- Login video: Classroom teacher login with Amplify
- 6-8 science teacher: Login with Amplify or TeachHub (district preferred login method)
- 6-8 administrator: Login with Amplify or TeachHub (district preferred login method)
- 6-8 students: Login with Amplify or TeachHub (district preferred login method)
- Other staff (co-teachers, ICT, etc.): Administrator instructions for creating a Shared Teacher Login
- How to reset student(s) password
- How to log my class out of a shared device
- Clever class logout instructions
Materials
Unpacking your first Amplify Science classroom kit
- Unpacking kit video: Metabolism
- Unpacking kit video: Plate Motion
- Unpacking kit video: Force and Motion video
21-22 Login Update
The temporary login credentials for fall ’21 have been deactivated.
Please make sure you check out the Getting started resources > Login Support below for instructions around teacher and student logins. If there are any issues, please confirm with your STARS programmer that your classes are assigned correctly and then contact our Amplify Help Desk at help@amplify.com or at 1-800-823-1969 for further assistance.
Implementation resources
21-22 NYC Scope and Sequence and Pacing Guide
Use our NYC Field Trip List to plan an engaging field trip for your students!
NYC Companion Lesson Guides
The format of the NYC Companion Lessons is similar to other Amplify Science lessons. Some companion lessons are designed to require more than a single class period to teach, so each lesson includes pacing suggestions. Science Background sections support teachers with the science content introduced in the lessons. For students’ written work, possible student responses are included at the end of each lesson guide.
The Lesson Guides are available in the last section of each unit’s print Teacher’s Guide and can be downloaded from the tables in the downloads section below.
NYC Companion Lesson Copymasters
Each NYC Companion Lesson has an accompanying Copymaster (for creating student sheets) that can be copied and distributed to students or used as a visual reference. The NYC Companion Lessons require students to have physical copies of the student sheets. The copymasters are available to download as printable PDF files from the tables in the downloads section below.
Grade 6 Lesson guides and Copymasters
- Companion lesson: Insert after Lesson 2.2
- Time frame: 60 minutes (can spread across multiple class periods)
- NYSP–12SLS: PE: MS-PS3-6, DCI: PS3.B
- Links (click to download):
- Companion lesson: Insert after Lesson 3.3
- Time frame: Two 45-minute class periods
- NYSP–12SLS: PE: MS-PS2-3, MS-PS2-5, DCI: PS2.B
- Links (click to download):
- Companion lesson: Insert after Lesson 3.3 and after Investigating Non-Touching Forces
- Time frame: 60 minutes (first and second reads can be spread across two class periods)
- NYSP–12SLS: PE: MS-PS2-5, MS-PS2-3, DCI: PS2.B
- Links (click to download):
- Companion lesson: Insert after Lesson 2.5
- Time frame: 105 minutes (can be spread across multiple class periods)
- NYSP–12SLS: PE: MS-PS1-6, DCI: PS1.B
- Links (click to download):
- Companion lesson: Insert after Lesson 3.4
- Time frame: 60 minutes (first and second reads can be spread across two class periods)
- NYSP–12SLS: PE: MS-LS2-5, DCI: LS2.C, LS4.D
- Links (click to download):
- Companion lesson: Insert after Lesson 1.3
- Time frame: 60 minutes (first and second reads can be spread across two class periods)
- NYSP–12SLS: PE: MS-ESS2-4, DCI: ESS2.C
- Links (click to download):
- Companion lesson: Insert after Lesson 3.3*
- Time frame: 90 minutes (can be spread across multiple class periods)
- NYSP–12SLS: PE: MS-PS1-7, MS-ESS2-6, DCI: PS1.A, ESS2.C
- Links (click to download):
*Note: The homework assignment for Ocean, Atmosphere, and Climate Lesson 3.3 (reading the article “Deep Ocean Currents: Driven by Density”) should be assigned after the Investigating Deep Ocean Currents companion lesson rather than after Lesson 3.3.
Grade 7 Lesson Guides and Copymasters
- Companion lesson: Insert after Lesson 3.2
- Time frame: 60 minutes (first and second reads can be spread across two class periods)
- NYSP–12SLS: PE: MS-LS1-3, DCI: PS3.D, LS1.A
- Links (click to download):
- Companion lesson: Insert after Lesson 3.3 or later
- Time frame: Three 45-minute class periods, each several days apart
- NYSP–12SLS: PE: MS-LS1-8, DCI: LS1.D
- Links (click to download):
- Companion lesson: Insert after Lesson 3.5
- Time frame: 60 minutes (first and second reads can be spread across two class periods)
- NYSP–12SLS: PE: MS-LS1-6, MS-LS1-7, DCI: LS1.C, PS3.D
- Links (click to download):
- Companion lesson: Insert after Lesson 2.2
- Time frame: 60 minutes (first and second reads can be spread across two class periods)
- NYSP–12SLS: PE: MS-PS1-4, DCI: PS3.A
- Links (click to download):
- Companion lesson: Insert after Lesson 1.3
- Time frame: 60 minutes
- NYSP–12SLS: PE: MS-PS1-7, DCI: PS1.A
- Links (click to download):
- Companion lesson: Insert after Lesson 2.3, 2.4, or 2.5
- Time frame: Two 45-minute class periods
- NYSP–PE: MS-PS1-8, MS-PS1-2 DCI: PS1.A, PS1.B
- Links (click to download):
Grade 8 Lesson Guides and Copymaster
- Companion lesson: Insert after Lesson 2.2
- Time frame: 90 minutes (can be spread across multiple class periods)
- NYSP–12SLS: PE: MS-PS3-2, MS-PS3-5
- Links (click to download):
NYC Companion Kits
Materials needed to teach Amplify Science lessons are provided in a kit for each unit. While some materials used in the NYC Companion Lessons are also found in a unit’s kit, materials specific to the companion lessons are provided in NYC Companion Kits. The contents of each kit and any additional materials needed to teach the companion lessons are listed in the PDFs provided below. Please select your grade to view or download the list.
NYC Student Editions (print)
The NYC Student Editions are durable student references that compile all reading material required for a grade level, including the articles students read for NYC Companion Lessons. Students reading in the Student Edition should annotate the text directly with sticky notes to achieve the full benefits of Active Reading. The Active Reading approach was designed as an interactive process in which students highlight and annotate digital or hard copies of articles directly. Printable versions of the articles are available in the downloads section below.
- Harnessing Human Energy: Printable article: “Magnetic Force and Rainbow Trout”
- Harnessing Human Energy: Printable article: “Gravity and Bats”
- Harnessing Human Energy: Printable article: “Electrostatic Force and Bees”
- Populations and Resources: Printable article: “The Amazing Variety of Life in a Coral Reef”
- Weather Patterns: Printable article: “What Makes Water Move?”
- Metabolism: Printable article: “How You Are Like a Sneezing Iguana”
- Metabolism: Printable article: “How Do Trees Grow So Huge Without Eating?”
- Phase Change: Printable article: “Icy Heat”
- Chemical Reactions: Printable article: “This Is Not an Oxygen Tank”
It is recommended that NYC teachers insert this additional lesson between Lessons 3.1 and 3.2 in order to have students complete a reading assignment in class along with an additional Sim activity.
- Lesson: Earth, Moon and Sun: Modeling Seasons
- Lesson Placement: Insert between Lessons 3.1 and 3.2*
- Links (click to download):
*If teaching this Modeling Seasons lesson, do not assign reading “The Endless Summer of the Arctic Tern” article for homework in Lesson 3.1. However, students should still model a lunar eclipse with the Modeling Tool for homework, as they will be revisiting and revising this model in Lesson 3.3.
NYC Investigation Notebooks (for teacher download)
- Harnessing Human Energy*
- Thermal Energy*
- Populations and Resources*
- Matter and Energy in Ecosystems
- Weather Patterns*
- Ocean, Atmosphere, and Climate*
- Earth’s Changing Climate
* includes NYC Companion Lesson Copymaster(s)
- Microbiome
- Metabolism*
- Phase Change*
- Chemical Reactions*
- Plate Motion
- Engineering Internship: Plate Motion
- Rock Transformations
- Engineering Internship: Earth’s Changing Climate
* includes NYC Companion Lesson Copymaster(s)
- Geology on Mars
- Earth, Moon, and Sun
- Force and Motion
- Engineering Internship: Force and Motion
- Magnetic Fields*
- Light Waves
- Traits and Reproduction
- Natural Selection
- Evolutionary History
* includes NYC Companion Lesson Copymaster(s)
Admin resources
- Getting started checklist
- Implementation rubric
- Look-for tool
- NEW Administrator data reports overview
- NYC Resource Site overview – quick links
- 2021 Grade 6-8 Instructional Leaders: Analyzing Student Assessment Data Agenda and Presentation
- 2021 Grade 6-8 Administrators: Utilizing the Amplify Science Assessment System Agenda and Presentation
- 2020 New Administrator Orientation Presentation with Participant Notebook
- 2020 Returning Administrator Orientation Agenda
- 2020 Amplify Science Remote & Hybrid Resources for Administrators Webinar
- 2020 Supporting Multilingual Learners for Administrators Webinar
- 2020 Accessing Complex Texts: Administrators Webinar
- 2020 Academic Discourse and Questioning Strategies: Administrators Webinar
- 2021 Planning For Next Year: Administrators Agenda, Participant Notebook, and Presentation
- 2021 Planning For Next Year: Instructional Leads Agenda, Participant Notebook, and Presentation
Remote and hybrid learning resources
In response to the shifts towards remote learning, Amplify has created resources for using our programs remotely. Please visit our Program Hub accessible via your Teacher Platform for all of our hybrid and remote learning supports which includes guidance for teachers and parents/guardians.
Additionally, please see below where you’ll find the recordings from our recently held webinars on our remote learning resources and some best practices for implementing Amplify Science in a distance learning setting.
Resource guides
- 20-21 Scope and sequence/pacing guide
- K-8 Remote and hybrid learning guide
- 6-8 Planning Tool for @Home Resources
Professional learning opportunities
Interested in attending training? Check out and sign up for this year’s PL offerings here!
Election Day 21-22 PL
Grade 6 Guided Planning Presentation and Webinar
Grade 7 Guided Planning Presentation and Webinar
Grade 8 Guided Planning Presentation and Webinar
Grades 6-8 Unpacking Phenomena Presentation and Webinar
All 2020-2021 PL session materials can be found below under Professional learning resources.
Amplify Science Back-to-School Recorded Webinars – Amplify held a series of national office hours throughout the summer and fall to share information about our new resources to support remote and hybrid learning– including recommendations about what to prioritize from your curriculum and essential refresher topics, such as how to navigate your program and find the best planning resources. Feel free to watch all recorded sessions at your convenience.
Archived Professional Learning Resources
Winter 2022
- Guided Planning: Unit Internalization Agenda, Participant notebook, and Presentation
Spring 2021
- Planning For Next Year Agenda, Participant notebook, and Grade 6 Presentation
Winter 2021
- Guided Planning: Matter and Energy in Ecosystems Agenda, Participant notebook, and Grade 6 Presentation
- Engaging English Learners in 3-D Learning Agenda, Participant notebook, and Grade 6 Presentation
- Accessing Complex Text in Amplify Science Agenda, Participant notebook, and Grade 6 Presentation
- Applying Reading and Writing Strategies in Amplify Science Agenda, Participant notebook, and Grade 6 Presentation
Fall 2020
- Grade 6: Academic Discourse and Questioning Strategies Webinar
- Accessing Complex Texts: Ocean, Atmosphere, and Climate Webinar
- Grade 6: Ocean, Atmosphere, and Climate Guided Unit Internalization Presentation and Planning document
- Grades 6-8: Supporting Students with Special Needs in Remote Learning Presentation with Participant Notebook
- Grade 6: Supporting Multilingual Learners Webinar
- Grade 6: Thermal Energy Guided Unit Internalization Presentation and Participant Notebook with @Home Resources (Election Day PL)
- Grades 6-8 Navigating Program Essentials: Agenda, Presentation, Participant Notebook
- Grade 6: Progress Builds & Embedded Assessments Webinar
- Grade 6: Amplify Science Remote & Hybrid Resources Webinar
Summer 2020
- Returning Teachers: Guided Planning Workshop Remote and Hybrid LearningAgenda,Presentation, and Webinar
- 6-8 New Teacher Institute Agenda: Day One and Day Two with Participant Notebook
Summer 2019- Harnessing Human Energy and Thermal Energy
Fall 2019- Population and Resources with Participant Notebook
Winter 2022
- Guided Planning: Unit Internalization Agenda, Participant notebook, and Presentation
Spring 2021
- Planning For Next Year Agenda, Participant notebook, and Grade 7 Presentation
Winter 2021
- Engaging English Learners in 3-D Learning Agenda, Participant notebook, and Grade 7 Presentation
- Accessing Complex Text in Amplify Science Agenda, Participant notebook, and Grade 7 Presentation
- Applying Reading and Writing Strategies in Amplify Science Agenda, Participant notebook, and Grade 7 Presentation
Fall 2020
- Grade 7: Academic Discourse and Questioning Strategies Webinar
- Accessing Complex Texts: Phase Change Webinar
- Grade 7: Phase Change Guided Unit Internalization Presentation and Planning document
- Grades 6-8: Supporting Students with Special Needs in Remote Learning Presentation with Participant Notebook
- Grade 7: Supporting Multilingual Learners Webinar
- Grade 7: Metabolism Guided Unit Internalization Presentation and Participant Notebook with @Home Resources (Election Day PL)
- Grades 6-8 Navigating Program Essentials Agenda, Presentation, Participant Notebook
- Grade 7: Progress Builds & Embedded Assessments Webinar
- Grade 7: Amplify Science Remote & Hybrid Resources Webinar
Summer 2020
- Returning Teachers: Guided Planning Workshop Remote and Hybrid LearningAgenda,Presentation, and Webinar
- 6-8 New Teacher Institute Agenda, Day One and Day Two with Participant Notebook
Summer 2019 – Microbiome and Metabolism
Fall 2019 – Phase Change with Participant Notebook
Winter 2022
- Guided Planning: Unit Internalization Agenda, Participant notebook, and Presentation
Spring 2021
- Planning For Next Year Agenda, Participant notebook, and Grade 8 Presentation
Winter 2021
- Guided Planning: Traits and Reproduction Agenda, Participant notebook, and Grade 8 Presentation
- Engaging English Learners in 3-D Learning Agenda, Participant notebook, and Grade 8 Presentation
- Accessing Complex Text in Amplify Science Agenda, Participant notebook, and Grade 8 Presentation
- Applying Reading and Writing Strategies in Amplify Science Agenda, Participant notebook, and Grade 8 Presentation
Fall 2020
- Grade 8: Academic Discourse and Questioning Strategies Webinar
- Accessing Complex Texts: Earth, Moon, and Sun Webinar
- Grades 6-8: Unpacking the Engineering Internship Presentation and Participant Notebook
- Grades 6-8: Supporting Students with Special Needs in Remote Learning Presentation with Participant Notebook
- Grade 8: Supporting Multilingual Learners Webinar
- Grade 8: Force and Motion Guided Unit Internalization Presentation and Participant Notebook with @Home Resources (Election Day PL)
- Grades 6-8 Navigating Program Essentials Agenda, Presentation, Participant Notebook
- Grade 8: Progress Builds & Embedded Assessments Webinar
- Grade 8: Amplify Science Remote & Hybrid Resources Webinar
Summer 2020
- Returning Teachers: Guided Planning Workshop Remote and Hybrid LearningAgenda, Presentation, and Webinar
- 6-8 New Teacher Institute Agenda: Day One and Day Two with Participant Notebook
Summer 2019 – Geology on Mars and Earth, Moon, Sun
Fall 2019 – Force and Motion with Participant Notebook
Caregiver resources
Questions
For general questions about the Amplify program (navigation, pedagogy, login), please reach out:
Email – scihelp@amplify.com
Phone – call toll-free at (800) 823-1969, Monday to Friday, 7 a.m.–7 p.m. ET
Amplify Chat – click the Amplify Chat icon within the individual teacher account
























































