Amplify Tutor Hiring
Website Terms of Use
Description of Site Services; Acceptance of Terms of Use
Welcome to www.amplify.com (together with any successor sites and the Site Services and Company Content (each as defined below), in whole and in part, the “Site”). The Site is operated by Amplify Education, Inc. (“Company” or “we”). The services that Company makes available on or through the Site include education-related articles, information and instructional services, purchasing functionality, support chat functionality and any other features, content, services, functionality and applications offered from time to time by Company on or through the Site (collectively, “Site Services”).
BY ACCESSING OR USING THE SITE, YOU REPRESENT AND WARRANT THAT YOU ARE OF LEGAL AGE TO ENTER INTO THIS TERMS OF USE AGREEMENT (“AGREEMENT”) AND YOU AGREE TO BE BOUND BY THE TERMS AND CONDITIONS OF THIS AGREEMENT. BY PURCHASING GOODS AND SERVICES ON THE SITE, YOU ARE ACCEPTING THE PRACTICES DESCRIBED IN THIS AGREEMENT AS WELL AS ANY ADDITIONAL TERMS OF USE THAT MAY BE ASSOCIATED WITH THE PARTICULAR GOODS AND SERIVICES YOU ARE PURCHASING.
Please read this Agreement carefully. If you are an employee or other representative of a school or other organization who is accessing or using the Site on behalf of such organization, then you are agreeing to this Agreement on behalf of yourself and such organization. We may modify this Agreement at any time in our discretion, and we may provide such modifications to you by any reasonable means, including by posting the revised version of this Agreement on the Site. You can determine when this Agreement was last revised by referring to the “LAST UPDATED” legend at the top of this Agreement. Your access to or use of the Site following any changes to this Agreement will constitute your acceptance of those changes. Notwithstanding the foregoing, any changes to this Agreement shall not apply to any dispute between you and us arising prior to the date on which we posted the revised version of this Agreement incorporating such changes or otherwise notified you of such changes. If you do not agree to be bound by this Agreement, you must not access or use the Site. Your access to and use of certain parts of the Site may require you to accept additional terms and conditions, and may require you to download certain Software or Content (each as defined below).
Jurisdictional Issues
The Site is controlled and operated by Company from the United States, and is not intended to subject Company to the laws or jurisdiction of any state, country or territory other than that of the United States. Company does not represent or warrant that the Site is appropriate or available for use in any particular jurisdiction other than the United States. In choosing to access and use the Site, you do so on your own initiative and at your own risk, and you are responsible for complying with all local laws, rules and regulations. You are also subject to United States export controls and are responsible for any violations of such controls, including any United States embargoes and other federal rules and regulations restricting exports. We may limit the Site’s availability to any person, geographic area or jurisdiction we choose, at any time and in our discretion. Not all products or services described on the Site are available in all states or territories.
Company content
The Site contains information, text, files, images, video, sounds, musical works, computer code, works of authorship, applications, and other materials and content (collectively, “Content”) of Company or its licensors (“Company Content”). The Site (including the Company Content) is protected by copyright, trademark, trade secret and other laws, and as between you and Company, Company owns and retains all rights in the Site. Company hereby grants to you a limited, revocable, non-sublicensable license, during the term of the Agreement, to access, display and perform the Company Content (excluding any computer code) solely for your personal, non-commercial use and solely as necessary to access and use the Site. Except as expressly permitted by Company in this Agreement or on the Site, you may not copy, download, stream, capture, reproduce, duplicate, archive, upload, modify, translate, create derivative works based upon, publish, broadcast, transmit, retransmit, distribute, perform, display, sell or otherwise use or transfer any Content. You may not, either directly or through the use of any device, software, online resource or other means, remove, alter, bypass, avoid, interfere with or circumvent any copyright, trademark or other proprietary notice on the Content or any digital rights management mechanism, device, or other content protection or access control measure associated with the Content.
User content
You may not access or use the Site for any commercial purpose. You are responsible for all Content that you post, upload, transmit, e-mail or otherwise make available on, through or in connection with the Site (collectively, “User Content”). Please choose carefully the Content that you make available on, through or in connection with the Site. Company does not control any Content other than Company Content, and as such you may be exposed to offensive, indecent, inaccurate or otherwise objectionable Content by accessing or using the Site. Company is not responsible or liable for any Content or the conduct of any Site user. If you become aware of any misuse of the Site, please report such misuse immediately to Company at general@amplify.com. Company reserves the right (but has no obligation) to monitor the Site, including for inappropriate Content or conduct, and to remove any Content in Company’s discretion and without liability to you or any third party.
Your proprietary rights
You retain any ownership rights that you have in your User Content. You hereby grant to Company and its affiliates, licensees and authorized users, a perpetual, non-exclusive, fully paid-up and 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 Content on, through or in connection with the Site and/or any other commercial or non-commercial endeavor of Company or any of its affiliates, including in connection with any distribution or syndication thereof to Third Party Services (as defined below), on and through all media formats now known or hereafter devised, for any and all purposes including promotional, marketing, trade and commercial purposes. The exercise of such rights shall not require any further permission or notice, payment or attribution to you or any third party. Company reserves the right to limit the storage capacity made available for User Content.
You represent and warrant that: (a) you own the User Content made available by you, or otherwise have the right to grant the license set forth in this Section, and (b) the posting of such User Content through or in connection with the Site does not violate the privacy rights, publicity rights, copyrights, contract rights or any other rights of any person or entity. You agree to pay for all royalties, fees and any other monies owing to any person or entity by reason of the use of such User Content.
Use of the site
You agree not to:
- 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.
- Violate the rights of others, including patent, trademark, trade secret, copyright, privacy, publicity, contract or other proprietary rights.
- Harass or harm another person.
- Exploit or endanger a minor.
- Impersonate any person or entity.
- Introduce or engage in activity that involves the use of viruses, bots, worms, Trojan horses, Easter eggs, 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.
- Interfere with, damage, disable, disrupt, impair, create an undue burden on, or gain unauthorized access to the Site or any Account, or Company’s servers or networks;
- Restrict or inhibit any other person from using the Site (including by hacking or defacing the Site). Cover, remove, disable, block or obscure the Site (including advertisements on the Site).
- Use technology or any automated system, such as scripts or bots, to collect user names, passwords, e-mail addresses or any other data from or through the Site, or to circumvent or modify any security technology or software that is part of the Site.
- Send or cause to send (directly or indirectly) unsolicited bulk messages or other unsolicited bulk communications of any kind through the Site. If you do so, you acknowledge you will have caused substantial harm to Company, and that the amount of such harm would be extremely difficult to measure. As a reasonable estimation of such harm, you agree to pay to Company $50.00 for each actual or intended recipient of such communication.
- Modify, adapt, translate, reverse engineer, decompile or disassemble the Site.
- Solicit, collect or request any information for commercial or unlawful purposes.
- Post, upload or otherwise transmit an image or video of another person without that person’s consent.
- Use the Site to advertise, promote or engage in any commercial activity (including engaging in sales, contests or sweepstakes) without Company’s prior written consent.
- Frame or mirror the Site without Company’s express prior written consent.
- Use the Site in a manner inconsistent with any applicable law, rule or regulation.
- Use any robot, spider, site search/retrieval application or other manual or automatic device to retrieve, index, “scrape,” “data mine,” or in any way gather content of the Site or reproduce or circumvent the navigational structure or presentation of the Site without Company’s express prior written consent. Notwithstanding the foregoing, Company grants to the operators of public search engines the permission to use spiders to copy material from the Site for the sole purpose of, and solely to the extent necessary for, creating publicly-available searchable indices of such material, but not caches or archives of such material. Company reserves the right to revoke these exceptions either generally or in specific cases.
- Attempt, facilitate or encourage others to do any of the foregoing.
Company reserves the right to investigate and take appropriate legal action against anyone who, in Company’s discretion, violates this Agreement or attempts to do so, including terminating or suspending a user’s Account or access to or use of the Site, or reporting any User Content or conduct to law enforcement authorities.
You (and not Company) are responsible for obtaining and maintaining all telecommunications, broadband and computer hardware, equipment and services needed to access and use the Site, and for paying all charges related thereto.
User disputes
You are solely responsible for your interactions with other users of the Site, providers of Third Party Services (as defined below) or any other third parties with whom you interact on, through or in connection with the Site.
Purchases
Company may make available products and services for purchase through the Site, and may use third-party suppliers and service providers to enable e-commerce functionality on the Site. You may only purchase products and services that appear on the Site and that are delivered to an address located in the United States. You may only purchase products and services for personal, non-commercial use by you, your educational institution or students of your educational institution. We may limit quantities or refuse any order for any reason or no reason, including if we have reasonable cause to believe an order is for onward sale or resale other than through distribution channels approved by us. We make no promise that products or services available on the Site are appropriate or available for use in locations outside the United States, and purchasing products or services for delivery to or use in territories where their contents are unlawful is prohibited. If you choose to purchase products or services from locations outside the United States, you do so at your own risk. It is your responsibility to ascertain and obey all applicable local, state, federal and international laws (including minimum age requirements) in regard to the possession, use and sale of any product or service made available through the Site.
If you wish to purchase any product or service made available through the Site, you may be asked to supply certain information relevant to your transaction, including your credit card number, the expiration date of your credit card, your billing address and your shipping information. YOU REPRESENT AND WARRANT THAT YOU HAVE THE LEGAL RIGHT TO USE ANY CREDIT CARD(S) USED IN CONNECTION WITH ANY TRANSACTION. By submitting such information, you grant to Company the right to provide such information to third parties for purposes of facilitating the completion of transactions initiated by you or on your behalf. Verification of information may be required prior to the acknowledgement or completion of any transaction. While it is our practice to confirm orders by e-mail, the receipt of an e-mail order confirmation does not constitute our acceptance of an order or our confirmation of an offer to sell a product or service.
Details of the products and services available for purchase are set forth on the Site. All prices are displayed exclusive of all taxes and shipping/freight charges. Available payment methods, methods of shipping and shipping charges (including charges for expedited shipping, if available) are detailed on the Site. Company may also collect and remit sales tax on your purchase as required by United States law. If you are a tax-exempt entity, please enter the appropriate information where requested on your order form and we will not collect sales tax on your purchase.
Generally, credit and debit cards are not charged until we either ship the product(s) or confirm store availability (at which time you will be charged only for the products we have actually shipped along with any applicable taxes and shipping charges). However, we may pre-authorize your order amount with your credit or debit card issuer at the time you place the order, which may have an effect on your available credit line. When paying for a preorder with a debit card, you will be charged at the time you place your preorder. Please contact your credit or debit card issuer for more information. If you ordered a special delivery product, you will be charged once a delivery time is confirmed. For digitally delivered orders, your credit or debit card will be charged at the time that you initiate the download of the product.
All purchases made through the Site are made pursuant to a shipment contract. As a result, risk of loss and title for products purchased through the Site pass to you upon delivery of the products to the carrier. You are responsible for filing any claims with carriers for damaged and/or lost shipments. Please note that all shipping addresses must be compliant with the shipping restrictions contained on the Site.
Products, services and specifications
All products and services described or depicted on the Site, and all related features, content, specifications and prices, are subject to change at any time without notice. Certain weights, measures and similar descriptions are approximate and are provided for convenience purposes only. Packaging may vary from that shown. We make reasonable efforts to accurately display the attributes of our products, including the applicable colors; however, the actual color you see will depend on your computer system, and we cannot guarantee that your computer will accurately display such colors. The inclusion of any product or service on the Site at a particular time does not imply or warrant that such product or service will be available at any time. Occasionally, the manufacture or distribution of a certain product or service may be delayed for a number of reasons. In such event, we will make reasonable efforts to notify you of the delay and keep you informed of the revised delivery schedule. By placing an order, you represent that the products and services ordered will be used only in a lawful manner. All DVDs and similar products are sold for private, non-commercial home use (where no admission fee is charged), non-public performance, or classroom or instructional use only, and may not be duplicated.
Return and exchange policy
Unless otherwise specified in the terms associated with a particular product, you may return or exchange any product purchased through the Site within fourteen (14) days of receipt, by calling our customer service hotline, 1–800–823–1969, in the event that the purchased product is defective or you received the wrong product. Except for the foregoing, you may not return, cancel or exchange any product or service. Certain jurisdictions may provide additional statutory rights. Nothing herein is meant to limit your return or cancellation rights under local law. In the event that a return or exchange is due to an incorrect order or faulty product, we will be responsible for the shipping costs associated with such return. We will ship a replacement product upon receiving your defective or incorrect product and verifying the reason for the return or exchange.
Accuracy of information
We attempt to ensure that information on the Site is complete, accurate and current. Despite our efforts, the information on the Site may occasionally be inaccurate, incomplete or out of date. We make no representation as to the completeness, accuracy or currency of any information on the Site. For example, products or services included on the Site may be unavailable, may have different attributes than those listed, or may carry a different price than that stated on the Site. If an item’s correct price is higher than our stated price, we will, at our discretion, either contact you for instructions before shipping or cancel your order and notify you of such cancellation. Items in your “Shopping Bag” reflect the current price displayed on the item’s product detail page. Please note that this price may differ from the price displayed when the item was first placed in your Shopping Bag. In addition, we may make changes in information about price and availability without notice.
Chemicals, agricultural materials, and other hazardous materials
Certain products made available through the Site may include chemicals, agricultural materials or other material that may be subject to regulations or restrictions with respect to import or export, or to whom we may sell such material or where or how such material may be used. It is your responsibility to read and abide by all warning notices that accompany any products that you purchase. In addition, we reserve the right to request additional information from you, verify your identity, limit sales to certified educational or research institutions, or cancel or delay your order if required by law or if we believe it is necessary or advisable. Due to special shipping and handling requirements, freight companies routinely impose a surcharge on each package of hazardous material shipped. In such event, we will add such surcharge to your order.
Registration and account security
You may have the ability to create an account on or through the Site (an “Account”). If you submit registration information to create an Account, you represent and warrant that all information submitted to Company in connection with such registration is complete and accurate, and that you will update such information if it changes. If you create an Account, you are responsible for all use of your Account, and for maintaining the confidentiality of the information used to access your Account (including user name and password). You agree not to share your user name or password with anyone, or use anyone else’s Account at any time. You agree to notify Company immediately if you suspect any unauthorized use of, or access to, your Account (including your user name and password). You acknowledge that the reuse of your password in connection with accounts on other websites increases the risk that the security of your Account may be compromised.
Third party links and services
The Site may make available, or third parties may provide, links to other websites, applications, resources, advertisements, Content or other products or services created, hosted or made available by third parties (“Third Party Services”), and such third party may use other third parties to provide portions of the Third Party Service to you, such as technology, development or payment services. When you access or use a Third Party Service, you are interacting with the applicable third party, not with Company, and you do so at your own risk. Company is not responsible for and makes no warranties, express or implied, as to the Third Party Services or the providers of such Third Party Services (including the accuracy or completeness of the information provided by such Third Party Service or the privacy practices of any third party). Inclusion of any Third Party Service or a link thereto on the Site does not imply approval or endorsement of such Third Party Service. Company is not responsible or liable for the content or practices of any Third Party Service or third party, even if such Third Party Service links to or is linked by the Site, and even if such Third Party Service is operated by an affiliate of Company or a company otherwise connected with us or the Site
Feedback
Unless we expressly agree otherwise in writing, if you provide us with any ideas, proposals, suggestions or materials (“Feedback”), whether related to the Site or otherwise, you hereby acknowledge and agree that (a) your provision of any Input is gratuitous, unsolicited and without restriction and does not place Company under any fiduciary or other obligation; and (b) any Feedback is not confidential and Company has no confidentiality obligations with respect to such Feedback.. You hereby grant to us a world-wide, royalty-free, fully paid-up, exclusive, perpetual, irrevocable, transferable and fully sublicensable (through multiple tiers) license, without additional consideration to you or any third party, to reproduce, distribute, perform and display (publicly or otherwise), adapt, modify and otherwise use and exploit such Feedback, in any format or media now known or hereafter developed, and you hereby represent and warrant that you have all necessary rights to grant the foregoing license. We may use Feedback for any purpose whatsoever without permission or notice, compensation or attribution to you or any third party. You are and remain responsible and liable for the content of any Feedback.
Privacy
Please review the Privacy Policy for the Site, available at http://www.amplify.com/privacy, to learn about our information collection, usage and disclosures practices with respect to information collected by us through the Site. Please note that certain products or services made available by us, other than the Site, may be subject to different privacy policies. In addition, the Site’s Privacy Policy does not address, and we are not responsible or liable for, the information collection, usage and disclosures practices of any third party or Third Party Service.
Disclaimers
THE SITE, USER CONTENT, THIRD PARTY SERVICES, AND ALL PRODUCTS AND SERVICES SOLD THROUGH THE SITE (COLLECTIVELY, THE “SITE PRODUCTS”) ARE MADE AVAILABLE “AS-IS” AND “AS AVAILABLE” AND COMPANY DOES NOT GUARANTEE OR PROMISE ANY SPECIFIC RESULTS FROM USE OF THE SITE PRODUCTS. COMPANY AND ITS AFFILIATES EXPRESSLY DISCLAIM ANY WARRANTIES AND CONDITIONS OF ANY KIND, WHETHER EXPRESS OR IMPLIED, INCLUDING THE IMPLIED WARRANTIES OF MERCHANTABILITY, FITNESS FOR A PARTICULAR PURPOSE AND NON-INFRINGEMENT. IN PARTICULAR, COMPANY AND ITS AFFILIATES MAKE NO WARRANTY THAT THE SITE OR USER CONTENT OR THIRD PARTY SERVICES, OR YOUR ACCESS TO OR USE THEREOF, WILL BE UNINTERRUPTED, TIMELY, SECURE, ERROR-FREE, ACCURATE OR RELIABLE. UNDER NO CIRCUMSTANCES SHALL WE BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE SITE PRODUCTS THAT VIOLATES ANY APPLICABLE LAW OR REGULATION. CERTAIN STATE LAWS DO NOT ALLOW LIMITATIONS ON IMPLIED WARRANTIES OR THE EXCLUSION OR LIMITATION OF CERTAIN DAMAGES. IF THESE LAWS APPLY TO YOU, SOME OR ALL OF THE ABOVE DISCLAIMERS, EXCLUSIONS, OR LIMITATIONS MAY NOT APPLY TO YOU, AND YOU MIGHT HAVE ADDITIONAL RIGHTS.
Under no circumstances will Company or its affiliates be responsible for any loss or damage, including property damage, personal injury or death, resulting from use of the Site, Products, problems or technical malfunction in connection with use of the Site, Products, attendance at any Company event or the conduct of any Site users, whether online or offline. Your use of the Site, Products is solely your responsibility and at your own risk. The User Content and Third Party Services do not necessarily reflect the opinions or policies of Company or its affiliates.
Limitations on liability
IN NO EVENT WILL COMPANY OR ITS AFFILIATES BE LIABLE TO YOU OR ANY THIRD PARTY FOR ANY INDIRECT, CONSEQUENTIAL, EXEMPLARY, INCIDENTAL, SPECIAL OR PUNITIVE DAMAGES, INCLUDING LOST PROFIT DAMAGES, ARISING FROM YOUR USE OF THE SITE PRODUCTS, EVEN IF COMPANY OR ONE OF ITS AFFILIATES HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. NOTWITHSTANDING ANYTHING TO THE CONTRARY CONTAINED HEREIN, THE TOTAL LIABILITY OF COMPANY AND ITS AFFILIATES TO YOU FOR ANY CAUSE WHATSOEVER AND REGARDLESS OF THE FORM OF THE ACTION, WILL AT ALL TIMES BE LIMITED TO THE AMOUNT PAID, IF ANY, BY YOU TO COMPANY FOR THE SITE PRODUCTS.
Indemnity
You agree to indemnify and hold harmless Company, its affiliates, subcontractors and other partners, and each of their respective officers, agents, partners and employees, from any losses, costs, expenses (including reasonable attorneys’ fees), liabilities, claims or demands, due to or arising out of your use of the Site, your breach or alleged breach of this Agreement, your violation or alleged violation of any rights of another, or any Content that you post or otherwise submit on, through or in connection with the Site.
Termination
This Agreement remains in full force and effect while you access or use the Site. If you create an Account, you may terminate your Account at any time, for any reason, by contacting us at general@amplify.com. Company may terminate or suspend your Account and/or your access to or use of the Site at any time, for any or no reason, with or without prior notice or explanation, and without liability. Upon any such suspension or termination, your right to access and use the Site will immediately cease, and Company may immediately deactivate or delete your Account and all files and other information associated with it, and/or bar any further access to such files and other information. Company shall not be liable to you or any third party for any suspension or termination of your Account or of access to or use of the Site or any such files or other information, and shall not be required to make such files and other information available to you after any such suspension or termination. Sections 2, 5, 13, 17, 18, 19, 22, and 26 shall survive any expiration or termination of this Agreement.
U.S. export controls
All software made available in connection with the Site (“Software”) may be subject to United States export controls. No Software may be downloaded from or through the Site or otherwise exported or re-exported in violation of U.S. export laws.
Governing law
The terms of this Agreement are governed by the laws of the State of New York, U.S.A., without regard to its conflicts of law provisions, and regardless of your location.
Arbitration
EXCEPT FOR DISPUTES THAT QUALIFY FOR SMALL CLAIMS COURT, ALL DISPUTES ARISING OUT OF OR RELATED TO THIS AGREEMENT, WHETHER BASED IN CONTRACT, TORT, STATUTE, FRAUD, MISREPRESENTATION OR ANY OTHER LEGAL THEORY, WILL BE RESOLVED THROUGH FINAL AND BINDING ARBITRATION BEFORE A NEUTRAL ARBITRATOR INSTEAD OF IN A COURT BY A JUDGE OR JURY, AND YOU AGREE THAT COMPANY AND YOU ARE EACH WAIVING THE RIGHT TO TRIAL BY A JURY. YOU AGREE THAT ANY ARBITRATION UNDER THIS AGREEMENT WILL TAKE PLACE ON AN INDIVIDUAL BASIS; CLASS ARBITRATIONS AND CLASS ACTIONS ARE NOT PERMITTED AND YOU ARE AGREEING TO GIVE UP THE ABILITY TO PARTICIPATE IN A CLASS ACTION.
Arbitration procedure
Any arbitration under Section 23 above will be administered by the American Arbitration Association under its Commercial Arbitration Rules and Supplementary Procedures for Consumer-Related Disputes (“Supplementary Procedures”), as amended by this Agreement. The Supplementary Procedures are available online at http://www.adr.org/aaa/ShowPDF?doc=ADRSTG_015820. The arbitrator will conduct hearings, if any, by teleconference or videoconference, rather than by personal appearances, unless the arbitrator determines upon request by you or by us that an in-person hearing is appropriate. Any in-person appearances will be held at a location which is reasonably convenient to both parties with due consideration of their ability to travel and other pertinent circumstances. If the parties are unable to agree on a location, such determination should be made by the AAA or by the arbitrator. The arbitrator’s decision will follow the terms of this Agreement and will be final and binding. The arbitrator will have authority to award temporary, interim or permanent injunctive relief or relief providing for specific performance of this Agreement, but only to the extent necessary to provide relief warranted by the individual claim before the arbitrator. The award rendered by the arbitrator may be confirmed and enforced in any court having jurisdiction thereof. Notwithstanding any of the foregoing, nothing in this Agreement will preclude you from bringing issues to the attention of federal, state, or local agencies, and, if the law allows, they can seek relief against us for you.
Employment opportunities
Company may, from time to time, post Company employment opportunities on the Site and/or invite users to submit resumes to Company. If you choose to submit your name, contact information, resume and/or other personal information to Company in response to such employment listings, you are authorizing Company to use this information for all lawful and legitimate hiring, employment and other business purposes. Company also reserves the right, at its discretion, to forward such information to Company’s affiliates for their legitimate business purposes. Nothing in this Agreement or contained on the Site will constitute a promise by Company to review any such information, or to contact, interview, hire or employ any individual who submits such information.
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.
Vulnerability Disclosure Policy
As a provider of technology solutions to schools, Amplify’s commitment to data privacy and security is essential to our organization. Amplify demonstrates that commitment in part through the physical, technical, and administrative safeguards we maintain to protect student data and other sensitive information entrusted to our care.
Amplify looks forward to working with the security community to find security vulnerabilities and support our efforts to keep our data and systems safe and secure.
Before reporting a vulnerability, please read our program rules, eligibility overview, report submission rules and guidelines, legal terms, and out-of-scope list set out below.
General Rules
- We appreciate reports on any Amplify-owned asset, but only vulnerabilities that prove to be outside of expected behavior are eligible for acceptance.
- Reports involving third party services or providers not under Amplify’s control are out-of-scope for submission.
- Amplify places a high priority on privacy. Vulnerabilities in the areas of inadvertent exposure of our customers’ personally identifiable information (PII) are considered to be of Critical severity.
- We classify vulnerability severity per CVSS (the Common Vulnerability Scoring Standard). These are general guidelines, and the ultimate decision over a reward – whether to give one and in what amount – is a decision that lies entirely within our discretion on a case-by-case basis.
- In order to receive an award for validated reports, you must have a HackerOne account. Please note reward decisions are subject to the discretion of Amplify. Please note these are general guidelines, and that reward decisions are subject to the discretion of Amplify.
- Only interact with test accounts that you created via self sign-up or were provided by Amplify. The use of any credentials outside of these areas for testing purposes, including legacy credentials supplied through the program and leaked credentials from third parties is strictly prohibited.
- Do not contact Amplify’s customer support for questions or to submit a vulnerability report.
- Amplify may, in its sole discretion, disqualify you if you breach this policy or fail to comply with any of the program’s rules and terms.
- Amplify reserves the right to cancel or modify this program without notice at any time.
Eligibility
- You are not eligible for participation if you 1) are employed by Amplify or any of its affiliates 2) are an immediate family member of a person employed by Amplify or any of its affiliates or 3) left the employment of Amplify or its affiliates or subsidiaries within the past (12) months.
- You are not eligible for participation if you have been prohibited in writing from participating in the Bug Bounty Program by Amplify at any time.
- You may not be in violation of any national, state, or local law or regulation with respect to any activities directly or indirectly related to conducting your tests.
- You may not compromise the privacy or safety of our customer and the operation of our services;
- You may not cause harm to Amplify, our customers, or others;
- You must follow the policy guidelines to responsibly disclose vulnerabilities to Amplify.
Vulnerability Submission Rules & Guidelines
- Any testing conducted on customer data or accounts is strictly prohibited and will result in removal from the program.
- If during the course of testing you encounter any sensitive data outside of your test accounts (including student or teacher names, login info, assessment data, activity data, and student work, etc.), please cease testing immediately and report what you have found. DO NOT include any text, screenshots, etc. with PII in the report. This action safeguards both potentially vulnerable data and yourself.
- Do not access, download, or share any data you encounter in your testing.
- Only interact with test accounts that you created or that we provided. The use of any credentials outside of these areas for testing purposes is strictly prohibited.
- Provide detailed reports with reproducible steps. If the report is not detailed enough to reproduce the issue, the issue will not be eligible for a reward.
- In some cases, you may not have all of the context information to assess the impact of a vulnerability. If you’re unsure of the direct impact but are reasonably certain that you have identified a vulnerability, we encourage you to submit a detailed report and state the open questions on impact.
- When duplicate submissions for the same vulnerability occur, we only award the first report that was received, provided that it can be fully reproduced.
- Multiple reports describing the same vulnerability against multiple assets or endpoints must be submitted within a single report.
- Avoid destruction of data and interruption or degradation of our service.
- Proof of Concept (POC) videos that do not include PII are highly recommended to help verify the issue, provide clarity, and save time on triage.
- Please provide timely responses to any follow-up questions and requests for additional information.
- Understand that there could be submissions for which we accept the risk, have other compensating controls, or will not address in the manner expected. When this happens, we will act as transparently as we can to provide you with the necessary context as to how the decision was made.
- Reports submitted using methods that violate policy rules will not be accepted and may result in account suspension from/denial of entrance to the program.
- Please refer to any noted out-of-scope areas listed under Out-of-Scope Vulnerabilities.
Out-of-Scope Vulnerabilities
When reporting vulnerabilities, please consider (1) attack scenario / exploitability, and (2) security impact of the bug. The following issues are considered out-of scope. In addition, please refer to any noted Out of Scope areas listed under the program assets.
- Social engineering (e.g. phishing, vishing, smishing) is prohibited.
- Clickjacking on pages with no sensitive actions.
- Unauthenticated/logout/login CSRF.
- Attacks requiring MITM or physical access to a user’s device.
- Previously known vulnerable libraries without a working Proof of Concept.
- Comma Separated Values (CSV) injection without demonstrating a vulnerability.
- Missing best practices in SSL/TLS configuration.
- Any activity that could lead to the disruption of our service (DoS).
- Content spoofing and text injection issues without showing an attack vector/without being able to modify HTML/CSS.
- XSRF that requires the knowledge of a secret.
- Automated tools that could generate significant traffic and possibly impair the functioning of our services.
- Testing or demonstrating the ability to upload unlimited audio/video files to exhaust resources.
- Leaked credentials from third party providers, including invalid or stale employee credential dumps, and/or leaked personal information of Amplify staff.
- Leaked credentials for Amplify customers not caused by vulnerabilities in our systems.
- Vulnerabilities identified via third party services or providers where Amplify is not the owner.
- Issues that merely result in spam/annoyance without additional impact (e.g sending emails without sufficient rate limiting)
- Attempts to access our offices or data centers.
- Any activity that could contribute to the disruption of our service (DoS). Automated scanning tests should be kept to 10 requests per second or less.
- Self XSS.
- Broken links and/or crashes in general.
- Issues that require unlikely user interaction.
- Issues that do not affect the latest version of modern browsers
- Issues that require physical access to a victim’s computer/device.
- Disclosure of information that does not present a significant risk
- Please refer to any noted out-of-scope areas listed under program assets.
Legal
- Any information you receive or collect about us, our affiliates or any of our users, employees or agents in connection with the Bug Bounty Program (“Confidential Information”) must be kept confidential and only used in connection with the Bug Bounty Program. You may not use, disclose or distribute any such Confidential Information, including without limitation any information regarding your Submission, without our prior written consent. You must get written consent by submitting a disclosure request through the HackerOne platform.
- Researchers must follow HackerOne’s disclosure guidelines. Public disclosure or disclosure to other third parties without the explicit permission of Amplify is prohibited.
- We will not take legal action against you if vulnerabilities are found and responsibly reported in compliance with all of the terms and conditions outlined in this policy.
- Amplify reserves the right to modify the terms and conditions of this program without notice at any time, and your participation in the Program constitutes acceptance of all terms.
Submit Vulnerability Report
Health benefits

Amplify offers a comprehensive benefits package that meets the health needs of our diverse population and their families. Preventative care, mental health services, fertility benefits, flexible spending and health savings accounts, life insurance, and robust dental and vision coverage are just some of the benefits accessible to all eligible employees. The Transparency in Coverage Final Rule requires health plans and issuers to publicly disclose pricing information via machine readable files (MRFs).
Time off

Our employees and their well-being are our top priority. For that reason, Amplify offers unlimited paid time off to all permanent (salaried) employees. Hourly employees receive a generous PTO bank. This can be used for vacation, sick days, or personal time—whether you need to take your pet to the vet, or care for a sick friend or family member. Paid parental leave, short-term and long-term disability benefits, and paid holidays are also common employee benefits offered at Amplify.
Voluntary benefits

Looking to protect your spouse, partner, children, or pet? Our comprehensive selection of voluntary benefits makes it easier and more affordable to cover those that you care about the most. Supplemental life insurance, pet insurance, and critical illness are just some of the voluntary benefits our employees can take advantage of at any time during their employment with Amplify.
Financial benefits

If saving for retirement is a priority to you, you’re at the right place. Amplify offers traditional (pre-tax) and Roth-based retirement account options with an employer-match benefit, giving you the flexibility and freedom to set and save for your retirement goals. Also, all members of our full-time staff have the opportunity to take advantage of our equity incentive plan, which demonstrates our commitment to our employees and the success of our organization.
Remote work

Remote work isn’t a new trend at Amplify. With more than half our staff based in cities outside the Amplify headquarters, we believe our employees can be productive and make valuable contributions regardless of where they’re located. Fun is also part of the remote work experience at Amplify—from happy hours to talent shows, yoga, and meditation sessions, Amplifiers can enjoy the many virtual employee engagement events that take place all year round.
The Science of Writing: Key to mastering reading

We know that “reading, writing, and ‘rithmetic” doesn’t cover all the core skills students must learn in school. Still, it’s easy to sense in our gut why reading and writing come first—and together. Reading and writing reinforce each other.
The way we now understand these two skills and how kids learn them is connected, too. That is, the Science of Reading and the Science of Writing are also linked, and invaluable. According to the National Assessment of Educational Progress (NAEP), only 27% of 12th graders achieved a proficient level in writing in 2011.
The key to unlocking literacy success resides not just in understanding the Science of Writing, but also in acknowledging its dynamic connection to the Science of Reading.
Connecting writing with literacy development
The Science of Reading refers to the vast collection of evidence-based practices that explore and explain how kids learn to read and form the foundation for literacy instruction that works. It emphasizes key components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. It stipulates that—no matter what magical worlds reading unlocks—reading instruction must be systematic and intentional.
The Science of Reading clearly indicates how best to support students as they learn to read. But reading is only half of the literacy equation. What about writing?
Akin to the Science of Reading, the Science of Writing refers to the body of research that examines effective writing instruction and the processes involved in developing writing skills. It emphasizes explicit, systematic teaching of writing structures, strategies, and conventions—again, similar to the Science of Reading’s approach. This includes understanding the cognitive processes behind planning, drafting, revising, and editing, as well as the development of handwriting, grammar, and composition skills.
The Science of Writing also highlights the importance of integrating writing with reading instruction. It enhances comprehension and communication abilities by reinforcing language skills through practical application.
Using instruction based on the Science of Writing can transform student communication, making it clearer, more effective, and more creative—opening up new worlds of connection, expression, and opportunity. Indeed, the 2024 survey by The National Association of Colleges and Employers found that 73% of employers look for written communication skills when selecting candidates to hire.
Effective instruction: Why teach writing and reading in tandem
This doesn’t mean that we should use evidence-based methods to teach reading in the morning, and then evidence-based methods to teach writing in the afternoon.
An integrated approach to reading and writing isn’t just beneficial—it’s essential. These two facets of literacy are interwoven processes that enhance each other. The more students read, the more they know. And a robust knowledge base helps students become not only stronger readers, but also stronger writers.
When students read a variety of texts, they absorb different writing styles, sentence structures, and vocabularies, which can serve as models for their own writing. Reading instruction based in the Science of Reading can also help students address writing problems and challenges. And writing about what they read also helps students deepen their capacity for both comprehension and expression.
Explicit and structured writing instruction is necessary for all students to be successful writers, as well as successful readers. When students write, they employ the same comprehension skills they use in reading.
How to teach writing and reading together
Here are just a few strategies to consider:
- Inspiration through imitation. Use reading materials as models for writing assignments. Encourage students to mimic sentence structures or vocabulary from texts they read.
- Read and respond: After reading, have students engage in response writing. This practice not only sharpens writing skills, but also reinforces comprehension by encouraging reflection and analysis.
- Instruct on structure. Introduce students to the writing process: prewriting/outlining, drafting, revising, and editing. These steps parallel the cognitive processes students use when understanding complex texts.
To learn more about reading, writing, and realizing every student’s full potential, check out:
Welcome, Florida middle school educators!
Amplify ELA Florida is the program built for Florida middle school teachers and students. We designed the program to help ensure the B.E.S.T standards are covered; the skills are taught; the test is prepped for; and your students are scaffolded and encouraged. We want you to spend your time bringing the text to life, making the classroom hum, and letting every student know you are paying attention to their growth.


Instruction matters
Florida’s new standards have been crafted to give your students the B.E.S.T. Amplify ELA Florida’s lessons explore the most compelling aspect of a text and target the standards that best support that analysis through reading, writing, and communication. These key standards are identified as the lesson’s Spotlight benchmark. Strategic connections are attained in the program through:
- Florida model texts including rich literature and compelling non-fiction, taught in engaging new ways for today’s learners.
- Benchmark stacks that build connections within lessons and across units.
- Foundational instruction that targets key standards and multiple learning modes.
- Writing that builds directly from reading complex text and is evaluated by Amplify’s Automated Writing Evaluation (AWE).
- Reading with the B.E.S.T. Modules have been built to guide teachers and students as they begin to work with Florida’s new reading standards, providing an introduction to each grade-level B.E.S.T. Reading Benchmark. (Example module: Grade 6, Understanding Rhetoric)
Knowledge matters
Texts in the Amplify ELA Florida Edition curriculum cover a wide range of topics, themes, and genres with differentiated supports that ensure that all students can work through each reading and lesson. Taken as a whole, the texts show students a diverse picture of the world and help foster a lifelong love of reading. Comprehension develops as students engage with literary and informational text selections that are complex, rich, and meaningful.
Texts were selected for Amplify ELA Florida Edition using the following criteria:
- Text complexity as defined by qualitative, quantitative, and reader and task measurements as required by the B.E.S.T. Standards and the Amplify Text Complexity Index
- Balance of literary and informational texts
- Varied representation of genres: novels, plays, poetry, biographies, and other full-length texts
- Diverse cultures, perspectives, and authors
- Engaging texts that extend learning and support students as they build knowledge
- Grade-appropriate texts, with scaffolding and compelling activities to support student engagement with 100% authentic texts
- A library with more than 700 complete books, both classic and contemporary, encompassing a wide range of genres, topics, and cultural perspectives

Curriculum matters
Amplify ELA Florida is a blended curriculum designed specifically for grades 6–8. The heart of every lesson is the text. Each grade includes six units centered on literary or informational texts, delivered in several forms of media. Your classroom will also benefit from two or three immersive, project-based experiences and a dedicated Story Writing unit.
- Full B.E.S.T. coverage: Standards are clearly labeled in each lesson, so teachers can save time planning and get back to what they love: teaching. Also included are Benchmark Modules that support teachers’ and students’ introduction to the new standards for Florida.
- Five levels of differentiation: Based on each student’s needs and the performance measures within Amplify ELA reports, a teacher can choose the differentiation level that’s the right fit for everyone.
- Embedded Assessments: Teachers benefit from uninterrupted instructional time and a continuously updated picture of each student’s progress with key skills and standards.
- Powerful feedback tools: Comprehensive tools help teachers maximize both the quantity and quality of feedback.
- Robust reporting: Our reporting app offers information on student progress to help inform instructional decisions.
All in one place: Embedded teacher support, differentiation tools, student data, text, and other curriculum features—they’re all right there.
Materials
Amplify ELA Florida Edition is a blended curriculum that seamlessly integrates print and digital resources to be used in any learning environment. The resources are designed to facilitate instruction for planning, teaching, learning, and assessment.
Student materials
Available digitally and in print, the student materials guide middle schoolers through complex texts and writing with the following:
- Student Edition will engage students with high-quality narrative and informational texts.
- Digital experience will provide videos, a library of more than 700 texts, audio supports, and other online experiences that capture their attention.
- Writing Journal will keep all of their thinking and writing about text in one place.


Teacher materials
Available digitally and in print, the Teacher Edition contains all of the information teachers need to facilitate classroom instruction, including:
- From detailed lesson plans.
- Video teacher tips embedded in the lesson.
- B.E.S.T. standards alignment and assessments including exit tickets.
- Real-time differentiation strategies.
- Clarify and Compare lessons.
- Robust reporting.
Professional learning
Amplify employs a national cohort of more than 50 ELA facilitators, all of whom have experience as former classroom teachers and many of whom are former school and/or district leaders. Our professional learning team has decades of experience working with large districts across the nation. Amplify has experience supporting district launches over multiple years and has partnered with districts of all sizes nationwide. We partner deeply with districts and tailor professional learning to their unique needs.

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!
Four steps administrators can take to shift to the Science of Reading
Four steps administrators can take to shift to the Science of Reading
The 6–8 ELAR solution for Texas Home Learning
Your TEKS-aligned Texas language arts and reading core and supplemental resources have been built specifically for middle school learners—wherever their learning takes place.

What is Amplify ELAR?
Amplify ELAR Texas is a high-interest TEKS-aligned blended language arts and reading curriculum designed specifically for grades 6–8. With Amplify ELAR, students learn to tackle any complex text by making observations, grappling with interesting ideas, and finding relevance for themselves. Students are engaged through dynamic texts, lively classroom discussions, and meaningful digital experiences.
- Full TEKS coverage: Standards are clearly labeled in each lesson, so teachers can save time planning and get back to what they love: teaching.
- Five levels of differentiation: Based on each student’s needs and the performance measures within Amplify ELAR reports, a teacher can choose the differentiation level that’s right for everyone.
- Embedded assessments: Teachers benefit from uninterrupted instructional time and a continuously updated picture of each student’s progress with key skills and standards.
- Powerful feedback tools: Comprehensive tools help teachers maximize both the quantity and quality of feedback.
- Robust reporting: Our Reporting app offers information on student progress to inform instructional decisions.
- All in one place: Embedded teacher support, differentiation tools, student data, text, and other curriculum features—all right at your fingertips.

Built to engage your students
Amplify ELAR Texas includes rich multimedia resources designed to engage all your students, wherever they’re learning. Linked directly within the digital program, these resources will allow your students to access text in new ways. This innovative way for students to interact with the text they are presented will expand their personal comprehension toolkit while opening up a new world of literature.


Amplify Reading Texas 6–8
Amplify Reading Texas: 6–8 Edition is a digital reading program for grades 6–8, designed to teach analytic reading through instruction and practice using both literary and informational texts. The program takes the form of an interactive graphic novel called The Last Readers, in three “books” of 6–8 chapters.
Professional learning
Amplify employs a national cohort of 50+ ELA facilitators, all of whom have experience as former classroom teachers and many of whom are former school and/or district leaders. Our professional learning team has decades of experience working with large districts across the nation. Amplify has experience supporting district launches over multiple years and has partnered with districts of all sizes nationwide. We develop deep partnerships with districts, tailoring professional learning to their unique needs.

Sign-up
If you are interested in using Amplify’s Texas Home Learning resources for grades 6—8, select the appropriate button below.
Individual teachers not part of a school or district enrollment, caregivers and parents watch this video or use this document to guide you through the steps in the self-enrollment process.

District, school or ESC leader sign up
you are a leader of a district, school or ESC and want to use these resources school- or district-wide, please fill out the form to the right. If you are a teacher choosing to use Amplify resources for one class (not the whole school or grade) or if you are a parent/caregiver, please click here.
Welcome, Amplify ELA families!
We’re excited to welcome you and your student to the Amplify ELA program for the new school year, and to provide you with exceptional learning opportunities through ELA. We’ve assembled the following resources and guides to help you support your student and enable them to have the most productive experience with our platform throughout the year.
Para la versión en español, haga clic aquí.

What is Amplify ELA?
Amplify ELA helps students in grades 6–8 read and understand complex texts that encourage them to grapple with interesting ideas and find relevance for themselves. Amplify ELA is a blended program that includes both digital and print materials, but can also be used as a print-only version. Students using Amplify ELA read text passages closely, interpret what they find, discuss their thinking with peers, and develop their ideas in writing. The lesson structure is easy to follow, but flexible enough to allow for a variety of learning experiences and varied enough to keep students engaged.
Features include:
- Functionality that allows individual students to work at their own level while also being challenged appropriately.
- Built-in tools that allow teachers to track and respond to student work.
- The digital Amplify Library, which contains more than 700 downloadable, full-length fiction and nonfiction books.
- The Vocab App, which uses game-like activities to help students master keywords from the program’s texts. (Students using print materials will see keywords highlighted.)
- Independent writing assignments called Solos, available on mobile devices.
- Interactive projects called Quests that accompany certain units to provide additional practice with analytical reading, writing, speaking, and listening skills.
Getting started
How you can support the child in your care:
- If possible, read with your student daily; even 15 minutes of reading together each day can make a huge impact. You can read aloud sections of the text together—many middle grade students enjoy performing sections of dialogue by taking on the role of a character in a play, or adding some dramatic flair to a poem with which they are working. If your student struggles with reading aloud, you might try reading the text to them with expression, then having them read it back to you. For additional practice, there are an array of fluency activities in the program’s Flex Days. Ask your student to help you find these activities.
- Find moments to discuss what they are reading and discovering. Examples of questions you could ask: What stood out to you from what you read today? Were any sentences or words confusing? What was most surprising? What do you think the writer was trying to communicate? Do you agree with the writer’s ideas or descriptions? What connections can you make between what you are reading and your own life, or other issues you’ve heard about?
- Listen to your student read their written responses or have them share with a friend over the phone or video chat.
- Browse the Amplify Library with your student to find books they’ll enjoy and be able to read fluently and independently.
- Review this Protecting Kids Online website by the Federal Trade Commission addressing digital safety.
Accessing texts in the Amplify Library
We encourage students to utilize the core texts from the Amplify Library while at home! Please follow these steps to download a text for offline reading:
1. Navigate to the Program & Apps menu at the top of your screen and scroll through to find the Amplify Library icon. When you select it, the Amplify Library will open in a new tab.

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

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

4. Select the Download button.

5. If you lose connection while still in the Amplify Library, you can continue to access and read the downloaded book(s). If the page refreshes without internet access, or you try to login on another device without internet access, you will lose access to the downloaded book(s) until the internet connection is restored.
To retrieve your downloaded texts:
- In the Amplify Library app, open the My Library drop-down menu in the upper left corner.
- Select Downloaded.
- Choose the text you wish to read from all of your pre-downloaded texts.

Materials overview
Not every school will operate the same way, but students attending schools that have both the print and digital editions of the program will likely have the following print materials at home:
- Student Edition: This includes all of the readings and activities necessary for instruction throughout the year. Students can read the selections both digitally and in print, annotating in either format. The lessons in the print Student Edition reflect each digital lesson, but have been modified to work effectively in print.
- Writing Journals: This provides space for students to respond to Writing Prompts and complete other written assignments.
In the case that students are without access to devices or the internet, they can continue to complete key reading and writing assignments using the print Student Editions and student Writing Journals.
Teachers can also access, print, and mail student Novel Guides for up to 12 commonly taught novels. Six of these novels are available in the Amplify Library, and most should be available in a public library.
Unit overviews
Below are quick overviews of each unit your student will be working through in their grade throughout the year. Included along with each unit is a downloadable guide that provides a more in-depth look at what content is covered and how you can help your student advance their understanding of the topics.
- Unit 6A: Dahl & Narrative
- Students begin with narrative writing to quickly boost their writing production, learn the foundational skill of focus, and become comfortable with key classroom habits and routines they will use all year. Students then apply their new observational focus to some lively readings from Roald Dahl’s memoir Boy and learn how to work closely with textual evidence.
- Unit 6B: Mysteries & Investigations
- Students read like an investigator to embark on a multi-genre study of the mesmerizing world of scientific and investigative sleuthing. At the end of the unit, students write an essay explaining which trait is most useful to problem-solving investigators.
- Unit 6C: The Chocolate Collection
- The Aztecs used it as currency. Robert Falcon Scott took it to the Antarctic. The Nazis made it into a bomb designed to kill Churchill. The 3,700-year-long history of chocolate is full of twists and turns, making it a rich and rewarding research topic. In this unit, students explore primary source documents and conduct independent research to better understand the strange and wonderful range of roles that chocolate has played for centuries around the world.
- Unit 6D: The Greeks
- Greek myths help us understand not only ancient Greek culture but also the world around us and our role in it. Drawing on the routines and skills established in previous units, these lessons ask students to move from considering the state of a single person—themselves or a character—to contemplating broader questions concerning the role people play in the world and the communities they inhabit within it.
- Unit 6E: Summer of Mariposas
- The borderlands between the United States and Mexico are the place of legends, both true and fictional. Summer of the Mariposas, by Guadalupe Garcia McCall, plants a retelling of the Odyssey into this setting, launching five sisters on an adventure into a world of heroes and evildoers derived from Aztec myths and Latinx legends. On the journey, the sisters reconcile the dissolution of their parent’s marriage and find new strength in their identity and connection to Aztec lineage. Students consider how McCall uses the structure of the hero’s journey to celebrate women, heritage, and a broad definition of family. Students also have the opportunity to compare these characters’ fictional journey into Mexico to a description of one boy’s true journey into the United States.
- Unit 6F: The Titanic Collection
- In this research unit, students learn to tell the difference between primary, secondary, and tertiary sources; determine if a given source is reliable; and understand the ethical uses of information. Students then construct their own research questions and explore the internet for answers. They also take on the role of a passenger from the Titanic’s manifest to consider gender and class issues as they research and write narrative accounts from the point of view of their passenger.
- Unit 6G: Beginning Story Writing
- In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.
- Grade 6: Grammar
- In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
- Unit 7A: Red Scarf Girl & Narrative
- In this study of a highly engaging memoir of a young woman growing up in China during the Cultural Revolution, students quickly learn the history and politics of this tumultuous period by focusing on the story of someone living through the upheaval. As students follow her journey through a world turned upside down, they will track the changes in her feelings and motivations over time.
- Unit 7B: Character & Conflict
- By reading the play A Raisin in the Sun and the short story “Sucker,” students explore how people facing hardships can inflict unintentional harm on the people around them. The two narratives work together to provide opportunities for students to analyze characters’ responses to conflict and the author’s development of ideas over the course of a piece of fiction.
- Unit 7C: Brain Science
- Could you survive an iron rod through your skull? Phineas Gage did, and his gruesome-but-true story allows students to build background information and analyze other informational texts, including the contemporary The Man Who Mistook His Wife For A Hat and the relevant Demystifying the Adolescent Brain.
- Unit 7D: Poetry & Poe
- Poe’s texts always offer so much to notice, decipher, talk about—and creep us out. Since things are not always what they seem, students must use close reading skills to question whether they should believe what Poe’s narrator is telling them … or not.
- Unit 7E: The Frida & Diego Collection
- Mexico’s most famous and provocative artists, Diego Rivera and Frida Kahlo, were an extraordinary couple who lived in extraordinary times. They were both soul mates and complete opposites. Their multifaceted lives and work offer students rich and fascinating subjects to study as they examine primary source documents and conduct independent research.
- Unit 7F: The Gold Rush Collection
- In this research unit, students choose from a large collection of primary and secondary sources to learn about the wide range of people who took part in the California Gold Rush. They also take on the role of someone who lived during the gold rush and write journal entries from their perspective.
- Unit 7G: Intermediate Story Writing
- In this unit, students get to practice their creative writing skills and learn the elements of storytelling and character development, as well as the importance of vivid language. Students gain a sense of ownership over their writing as they experiment with the impact of their authorial choices on sentences, language, character traits, and plot twists.
- Grade 7: Grammar
- In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
- Unit 8A: Perspectives & Narrative
- This unit aims to teach students to read like writers. They practice paying attention to the craft of writing and to the moves a good writer makes to shape the way we see a scene or feel about a character—to stir us up, surprise us, or leave us wondering what will happen next. Students closely read examples of rich, layered narrative nonfiction, analyze the techniques each author uses to make their writing resonate, and practice applying these techniques to their own narrative writing.
- Unit 8B: Liberty & Equality
- In this unit, students look at the words of a range of creators—from poet Walt Whitman to abolitionist Frederick Douglass to President Abraham Lincoln—to see how their writing contributed to an extreme shift in social organization: a whole new concept of what it means for people to be considered “equal.” They also study multiple perspectives on the Civil War, including the memoir of a girl who was enslaved, a confederate girl’s diary, and a nonfiction account of the young boys who served as soldiers during the war.
- Unit 8C: Science & Science Fiction
- Students read Gris Grimly’s Frankenstein, a graphic novel that adds captivating illustrations to an abridgment of the 1818 edition of Mary Shelley’s book. Paired with Shelley’s text, Grimly’s haunting—and, at times, horrific—representations of Frankenstein’s creature push students to wrestle with some of the text’s central themes: the source of humanity and the root of evil. Students then write an essay in which, after arguing both sides of the question, they determine whether or not Frankenstein’s creature should ultimately be considered human.
- Unit 8D: Shakespeare’s Romeo & Juliet
- Romeo and Juliet combines romance with action, offering a wide range of themes and scenes for students to read about and act out. Your middle schoolers are at the right age to identify with the lovers’ strong feelings—and also old enough to think critically about the choices Romeo and Juliet make.
- Unit 8E: Holocaust: Memory & Meaning
- This unit uses a range of primary source articles, images, and videos, as well as literary nonfiction and graphic nonfiction, to study what made the atrocities of the Holocaust possible. Students investigate how propaganda was generated and employed to create a political environment that ultimately corrupted a society. The Olympics are seen through the lens of an international propaganda campaign, providing cover for Nazis to begin eliminating non-Aryans from their culture. The final sub-unit examines the outcomes of Nazi doctrine and the impact on Jewish victims and survivors.
- Unit 8F: The Space Race Collection
- In this unit, students to put their research and close-reading skills to the test to distinguish between reliable and unreliable sources, explore primary documents, and conduct independent research to better understand the space race that took place between two of the world’s superpowers. This dramatic story offers students a rich research topic to explore as they build information literacy skills, learn how to construct their own research questions, and explore the internet for answers.
- Grade 8: Grammar
- In this unit, students complete self-guided grammar instruction and practice that teachers assign to them throughout the year. Sub-units are organized by key grammar topics, so teachers can assign the content that best meets their student’s needs while making sure students work with the key grammar topics for their grades.
- Unit 8G: Advanced Story Writing
- In this unit, students get to practice their creative writing skills. They’ll learn the elements of storytelling and character development, and the power of vivid language to grab readers and pull them into a story.
Additional activities
Quests:
You may notice your student working with peers on the same interactive project over several days, trying to solve a mystery or explain a historical event. That’s what happens when a teacher assigns a Quest: an in-depth week-long exploration that requires collaboration and deepens engagement with texts and topics.
Vocab App:
The Vocab App helps students master vocabulary words through game-like activities that challenge them to think through morphology, analogy, and synonyms/antonyms, and to decipher meaning through context.
Have a question about Amplify ELA?
Visit our help library to search for articles with answers to your program questions.
For additional curriculum support, please contact your student’s teacher.
Reading and literacy integration
Amplify Science is a new phenomena-based science curriculum for grades K–8.

Reading and literacy integration
Amplify Science units provide strategy-based literacy instruction that aims to develop students’ facility with reading, writing, and talking about science. Each unit provides many authentic opportunities for students to learn about and practice the ways of communicating and learning that characterize science as a discipline. The following are the Amplify Science Guiding Principles for Literacy:
- Students acquire literacy expertise through the pursuit of science knowledge and by engaging in scientific and engineering practices.
- Attention to discipline literacy instruction should begin as soon as students enter school and should continue throughout the grades.
- Participation in a disciplinary community is key to acquiring disciplinary expertise and literacy.
- Since the purpose of science is to better explain the natural world, argumentation and explanation are the central enterprises of science. Therefore, these practices are central foci of reading, writing, and talk in science.
Literacy instruction in the Amplify Science program utilizes a Gradual Release of Responsibility approach (Pearson and Gallagher 1983). In this approach, instruction begins with the teacher assuming primary responsibility for modeling strategy or skill and explicitly instruction how to use each strategy or skill. As instruction proceeds, the teacher offers as much support as needed so students can practice using the target strategy more independently. Over time, students take on more responsibility for using the strategy more independently. Depending on the goal, the path from teacher modeling to student independence will vary. Over the course of a unit, students may not achieve independence for every literacy goal, but they will move along the continuum toward flexible use of a wide range of reading, writing, and learning strategies that have been incorporated throughout the program.
Each Amplify Science Elementary Unit includes five books that students use to build an understanding of science ideas, practices, and crosscutting concepts. While the program does not take on responsibility for providing all literacy instruction required for students’ reading development (e.g., skill-based or fluency-oriented literacy instruction), it is designed to support vocabulary, language, and reading comprehension development.
Amplify Science provides students with a series of content-rich nonfiction and informational texts that are read for a variety of purposes throughout the unit. The five books in each unit include one book for approximately every five days of instruction and one reference book that students draw upon throughout the 22-lesson units (20 instructional lessons & 2 assessment days for pre/post). Students are encouraged to read books as independently as possible so they can apply the comprehension strategies they are learning in order to understand what they read. In each Amplify Science reading session, comprehension is supported at three stages: before, during, and after reading. At each stage, students engage in planned tasks that build an understanding of the key concepts and themes in a book. The teacher’s role is to scaffold comprehension and provide opportunities for practicing the strategies and skills that are being taught. At each stage, these include:
- Before-reading activities designed to help students activate their background knowledge, prepare to use particular comprehension strategies, and set a purpose for reading.
- During-reading activities intended to help students monitor their comprehension, make connections, and read and understand important science vocabulary in context.
- After reading activities intended to help students reflect on their learning and connect their reading to their firsthand science investigations.
Nonfiction and informational text. The Amplify Science program is designed to help students gain familiarity with the structures and functions of nonfiction and informational texts by extending students’ exposure to these texts in a rich learning environment. The program uses nonfiction and informational texts because it is an important component of content learning in school; it helps build knowledge of the natural and social world, and it provides students with a purposeful context for learning key concepts and vocabulary. Nonfiction and informational text are also engaging and motivating as it answers genuine questions and capitalizes on student interests and background knowledge. Reading a wide variety of texts have been shown to affect students’ interest in reading overall (Duke 2004). Nonfiction and informational genres are also the genres students are most likely to encounter when reading and writing inside and outside of school. For adults, nonfiction and informational texts are read more often than other genres (Duel 2004; Smith 2000). In order for students to become successful information gatherers as adults, we need to provide opportunities for them to engage with nonfiction and informational texts in school.
Reading comprehension. Reading instruction in Amplify Science is designed to promote students’ capacity to read for meaning. Guided instruction and a supportive classroom context help students learn to employ powerful comprehension strategies that are critical for gaining a better understanding of text and becoming skilled readers (Duke and Pearson 2002). Comprehension strategies included in the Amplify Science program include posing questions, making inferences, setting goals for reading, summarizing, synthesizing, and using text features. Across units, students are guided to use these strategies flexibly as they read and make sense of a wide range of nonfiction and informational texts. Students also gain critical experience with understanding texts and experiences in relation to one another as they make connections between the books they read and the science they do. These connections then extend their growing conceptual understanding. Reading instruction in Amplify Science also encourages students to reflect on the utility of comprehension strategies, including when, why, and how these strategies helped them. One important way students make connections is through sustained classroom discussion of text with their peers (Nystrand 1997). Students regularly discuss both content and comprehension use before, during, and after reading, learning more about both as they engage in discussions with their peers. The Amplify Science approach also draws on research that demonstrates the benefits of instructional coherence (connected reading, writing, listening, and talk), particularly in the content area of science (Romance and Vitale 2001; Cervetti et. al. 2007; The Directed Reading Model supports reading comprehension before, during, and after reading. Cervetti et. al. 2006). Reading comprehension is enhanced as students connect what they read to what they are investigating and learning in science. The Amplify Science student books provide many opportunities for students to practice their developing reading skills in context, engage in authentic discourse around text, make connections, and support their understandings with textual evidence.
Welcome, Louisiana reviewers
mCLASS Intervention is an evidence-based program for helping struggling K-6 readers catch up to grade level. Importantly, it:
- Uses data from the Louisiana state-approved early literacy screening assessment, DIBELS 8th Edition, when collected on the mCLASS platform.
- Aligns with CKLA, a Tier 1 K–5 Core Curriculum reviewed by the Louisiana Department of Education that uses similar approaches to teach reading skills.
- Gives teachers time back in the day by doing the heavy lifting of data analysis and lesson sequencing, helping make effective staff-led intervention a reality.
A collaboration between Amplify, classroom practitioners, and leading researchers including Dr. Catherine Snow, mCLASS Intervention offers Louisiana schools a standards-aligned program grounded in the science of reading. As a trusted partner across the state, we look forward to working with you to ensure teachers and students have access to high-quality instructional materials.

Program overview
mCLASS Intervention is a staff-led, supplemental Tier 2/3 intervention program that covers the five big ideas of reading, using the continuum illustrated below. Each hexagon represents a skill taught in mCLASS Intervention. Skills to the left are generally precursors to skills on the right.

The strength of mCLASS Intervention comes from its technology-powered algorithm. Using sophisticated software algorithms, mCLASS Intervention automatically:
- Analyzes DIBELS 8th Edition and diagnostic measure results collected via the mCLASS platform.
- Determines which skills each student already knows and which they are ready to learn next.
- Puts students into small homogeneous groups of 4–6.
- Compiles detailed lessons that target the specific needs of each group.
Here is a brief example of how mCLASS Intervention identifies the right target for each student. The image below shows the MOY Nonsense Word Fluency (NWF) results for two first-grade students—Student A and Student B.

They both scored 29, which is Well Below Benchmark for this time of year. In spite of the students having the same score, mCLASS Intervention employs automatic analysis of item-level responses to detect that they are actually at different points in the continuum. For Student A, mCLASS Intervention recommends a focus on letter-sound knowledge, and sounding out and blending. For Student B, mCLASS Intervention recommends a focus on Regular & Irregular Word recognition. (mCLASS Intervention spirals instruction by having students work in two strands at the same time.) Without mCLASS Intervention, this type of analysis would take educators hours to complete and, as a result, could only be completed sporadically. The automatic nature of mCLASS Intervention’s data analysis algorithm makes it possible for busy educators to complete this analysis regularly, which in turn enables them to continually target intervention instruction at students’ evolving needs, day after day.
The mCLASS Intervention algorithm not only determines the ideal instructional focus for each student, but also automatically forms small groups of 4–6 students who share the same instructional focus and builds a 10-day plan with detailed lessons that target the specific needs of each group.
Each 10-day plan systematically builds skills. For example, in the 10-day plan below, mCLASS Intervention has a particular group of students work on phonological awareness and letter sound knowledge. And within phonological awareness, mCLASS Intervention first introduces the group to phoneme segmentation; moves students through phoneme identification and substitution in subsequent days; then finishes with first, last, and middle sound segmentation.

This systematic move from less advanced to more advanced skills allows for spaced practice over time, which research has shown to have significant impact on student literacy growth.
In a Tier 2 intensity, mCLASS Intervention lessons last 30 minutes per day and are delivered daily in groups of 4–6 students. Each session has five activities and each activity is 5–8 minutes long. In a Tier 3 intensity, mCLASS Intervention lessons can be 30 or 60 minutes per day and are delivered daily in groups of 3–4 students.
Below is an example of a middle sound segmentation activity.

We want to highlight two things from this example: 1) The instructional approach is explicit, and 2) the guidance provided is very detailed.
Explicit instructional approach: All mCLASS Intervention activities begin with a Model (“I Do”) followed by a Practice (“You Do”). During the Model section, the instructor demonstrates how to do the activity. During the Practice section, the instructor has students practice. mCLASS Intervention uses subtle but impactful moves to maximize students’ independent thinking during the Practice portion of an activity. For example, in this activity, mCLASS Intervention has the instructor call on a student only after posing the question to all students in the group and giving the group 3–5 seconds of “think time.” This approach helps instructors keep all students mentally engaged because, should they take the opposite approach of calling on one student and then asking the question, the students who were not called on would tune out and inadvertently rob themselves of crucial practice opportunities they need to catch up to their grade-level peers.
Detailed guidance: Because mCLASS Intervention activities are detailed, both certified educators and paraprofessionals with little or no training in early elementary reading can deliver mCLASS Intervention with impact. This detailed guidance gives schools a range of options when it comes to staffing intervention, and that added flexibility is vital—especially for moderate and high need schools, which often struggle to provide intervention to all students in need.
Keep in mind that an activity such as the one above represents just 1/5th of a lesson. The additional four activities that round out a 30-minute intervention lesson are short (5–8 minutes each) and varied. Some cover one skill of focus, while others cover the other skill of focus. mCLASS Intervention also regularly incorporates game-based, kinesthetic, peer-to-peer approaches to further increase student engagement and, as a result, educators often report that mCLASS Intervention is their students’ favorite part of the day. We think this is because students get more attention in a small group; the instruction is targeted to their needs so they are neither bored nor overly frustrated; and the 30 minutes are filled with short, varying, fast-paced, high-energy activities.
The swift pace of mCLASS Intervention is present in the activities that older students work on as well. These students often work on fluency and comprehension at the same time. In the 10-day plan below, you can see how their lessons include the same structure of short and varying activities.

Program components
Site License
Each school needs a site license to the mCLASS Intervention software. This provides access to the tools interventionists use throughout the year, such as:
- An assessment app for conducting progress monitoring.
- A grouping tool that forms small groups of 4–6 students with similar skill profiles.
- A lesson builder that delivers customized 10-day lesson plans for groups.
See sample 10-day lesson plans
- Analytical reports for reviewing progress.
- A practice app for K–2 students to use outside of intervention time.
mCLASS Intervention Kit
mCLASS Intervention kits are recommended, but optional. These kits include the following materials that interventionists bring to lessons:
- Picture cards
- Letter cards
- Regular word cards
- Irregular word cards
- Letter combination cards
- Vocabulary cards
- Fluency cards
- Puppet
- Resealable bags
- Magnifying glass
- Portable whiteboard
- Dry-erase markers
- Counting chips
- Decoding assessment book
- Vocabulary assessment books
- Comprehension assessment book

We recommend one mCLASS Intervention kit per interventionist serving K–3 and one mCLASS Intervention kit per interventionist serving 4–6.
If a school is not able to purchase one kit per interventionist, educators can assemble the materials themselves using our directions here.
DIBELS 8th Edition Kit
Educators administer DIBELS 8th Edition and proprietary diagnostic probes to place intervention students into the program.
Schools can purchase DIBELS 8th Edition kits through Amplify or download forms from the University of Oregon’s site here.
For the proprietary diagnostic probes, educators can find the assessment forms in the mCLASS Intervention kit or download them from our teacher portal here.
Getting mCLASS Intervention up and running
We have step-by-step guides with training videos and detailed FAQs to help educators get mCLASS Intervention running smoothly in their schools.
- Schools that screen with DIBELS via mCLASS follow these steps to get Intervention up and running.
- Schools that screen with another reading assessment (e.g., paper/pencil DIBELS, iReady, NWEA MAP) follow these steps to get Intervention up and running.
Take a tour
Find step-by-step instructions for reviewing lessons and placement materials in our navigation guide.
This short video below shows you what those steps look like.
Professional development
For more than a decade, Amplify has provided high-quality customized professional development to meet the specific needs of educators at all levels and improve student outcomes across multiple schools, districts, and states. Our professional development opportunities extend beyond initial product trainings and are proven to leverage data to support effective implementation, consistent administration, focused progress monitoring, skill-focused data analysis, and instructional planning.
There are two distinct roles in mCLASS Intervention critical to ensuring its success at a school site. Professional development is designed to target these different roles:
- Intervention Coordinator:
Oversees the mCLASS Intervention program, groups students, determines group assignments, adjusts schedules, and works closely with Interventionists. - Interventionists:
Instructors who deliver the daily mCLASS Intervention program to small groups of students and monitor students’ progress every two weeks.
We deliver professional development sessions through multiple formats, including:
- Onsite:
Sessions are delivered in person (30 participants). - Virtual:
Sessions are delivered remotely through webinars (15 participants). - On demand:
Resources are posted on the training platform and can be accessed anytime (Individually).
We offer two types of training to support implementation of mCLASS Intervention: Initial Training Sessions and Coaching Sessions.
| TRAINING TYPE | PURPOSE | DATE |
| Initial Training Sessions | Introduce all stakeholders to mCLASS Intervention and the responsibilities of their individual roles. | Beginning of year |
| Coaching Sessions | Support Intervention Coordinators with data management and fidelity, and support teachers with lesson delivery, progress monitoring, and data analysis. | As identified by school |
|
Initial Training Sessions |
||
|---|---|---|
|
Training title |
Modality |
Objectives |
|
Comprehensive Initial Training 1.5 days Hybrid model* |
|
Interventionist coordinator objectives:
Interventionist objectives:
|
|
Comprehensive Initial Training 1.5 days Remote model* |
|
|
*Depending on your needs, Amplify can also deliver these sessions in a Training of Trainers (TOT) model, where sessions are delivered to select leaders from each school, and participants will turn-key training content to their colleagues.
Our Coaching Sessions are also offered in multiple formats, to include full- and half-day in-person sessions, and hourly remote sessions.
|
Coaching Sessions |
||
|---|---|---|
|
Training title |
Modality |
Objectives |
| One-day Coaching | 1-day onsite |
Objectives for these sessions will depend on the content needs determined by the school. Topics can include but are not limited to:
|
| Half-day Coaching | ½-day onsite | |
| Hourly Coaching | 1-hour remote | |
FAQ’s
Do schools need to screen with mCLASS DIBELS 8th Edition to use mCLASS Intervention?
No. Amplify has an mCLASS Intervention offering designed for schools that use their own reading screener. These schools use the results from their own reading assessment to determine who’s at risk. Then they administer DIBELS 8th Edition and Amplify’s proprietary diagnostic measure via mCLASS to the students who will receive mCLASS Intervention. Of course, we highly recommend using mCLASS DIBELS 8th Edition for screening the entire class, as it would efficiently serve as both a screener and placement tool into mCLASS Intervention.
How does placement into mCLASS Intervention work?
You can learn on our teacher portal site. Here are the placement procedures for schools that:
Screen with their own reading assessment
Does mCLASS Intervention teach skills that are taught in previous grades?
Yes, mCLASS Intervention was designed to detect students’ earliest skill gaps and provide teachers with high-quality resources for addressing them.
How do teachers set goals?
mCLASS Intervention comes with a goal-setting tool that helps educators choose goals for students. It does this by providing score ranges that represent average, above average, and well above average growth in the skills being worked on.

Amplify’s universal and dyslexia screening in one too
Measure what matters

mCLASS® with DIBELS 8th Edition® provides a formative assessment solution that supports the identification of students at risk for reading difficulties, including difficulty related to dyslexia. DIBELS 8th Edition was developed by the University of Oregon with the primary focus of ensuring that the measures are able to meet state-level dyslexia screening requirements.
How mCLASS identifies students at risk of dyslexia
When screening for risk, nothing can replace the power of listening to a child read—listening to their strengths as a reader AND their struggles.
With mCLASS, teachers administer predictive one-minute assessment measures that involve listening to students interact with sounds, letters, words, and text while screening for reading difficulties.

Identifying at-risk students: What comes next?
Research and statistics about dyslexia in early literacy
90 percent of students who struggle in third grade will continue to struggle at the end of elementary school if they do not receive the intervention.
74 percent of students who are poor readers in third grade will be poor readers in ninth grade, and, in general, have a higher risk of academic failure and school dropout.
According to a 2015 National Assessment of Educational Progress study, only 35 percent of fourth-grade students were proficient in reading. Most of these children will spend the rest of their time in school trying to catch up
mClass solutions
mCLASS Instruction provides teachers with a single view of the personalized, blended instruction (teacher-led and online) that is available to support individual student or small-group needs in skill areas directly assessed in the mCLASS assessment.
Employ teacher-led instruction for whole classes, small-groups, and individual students, including activities created by Susan Hall, author of I’ve DIBEL’d, Now What, are provided for skill practice.
Additional instructional resources for comprehension include grade-level passages that provide more practice.
Get online student instruction and practice with Amplify Reading, which places students in a personalized instruction path based on mCLASS assessment data and adapts based on progress in the curriculum. Students engage with skills-based games as well as an eReader.
Receive rigorous, teacher-led intervention with mCLASS Intervention to address students most in need of support.
Teachers can download a letter with student assessment results to send home to parents and guardians, or use as a basis for discussion at conferences. Home Connect letters describe how the measures relate to skills development. Progress bars indicate the student’s performance on each measure.
Home Connect extends reporting to parents and guardians in a way that is easily understood and provides suggestions for positive action.
Dylexia Resources and Materials
Resources
Connecting the science of reading to assessment
Recorded on: Tuesday, February 4, 2020 at 2–3 p.m. ET
What exactly does the science of reading say about early literacy assessment? Hear from an expert on how to align assessment to the science of reading.
Request a demo
mCLASS with Amplify Reading offers Amplify Reading’s engaging and adaptive instructional layer alongside mCLASS’s best-in-class literacy assessment. Simply complete the form to request a demo, and an Amplify sales representative will be in touch.
Amplify Science units provide strategy-based literacy instruction that aims to develop students’ facility with reading, writing, and talking about science. Each unit provides many authentic opportunities for students to learn about and practice the ways of communicating and learning that characterize science as a discipline. The following are the Amplify Science Guiding Principles for Literacy:
- Students acquire literacy expertise through the pursuit of science knowledge and by engaging in scientific and engineering practices.
- Attention to discipline literacy instruction should begin as soon as students enter school and should continue throughout the grades.
- Participation in a disciplinary community is key to acquiring disciplinary expertise and literacy.
- Since the purpose of science is to better explain the natural world, argumentation and explanation are the central enterprises of science. Therefore, these practices are central foci of reading, writing, and talk in science.
Literacy instruction in the Amplify Science program utilizes a Gradual Release of Responsibility approach (Pearson and Gallagher 1983). In this approach, instruction begins with the teacher assuming primary responsibility for modeling strategy or skill and explicitly instruction how to use each strategy or skill. As instruction proceeds, the teacher offers as much support as needed so students can practice using the target strategy more independently. Over time, students take on more responsibility for using the strategy more independently. Depending on the goal, the path from teacher modeling to student independence will vary. Over the course of a unit, students may not achieve independence for every literacy goal, but they will move along the continuum toward flexible use of a wide range of reading, writing, and learning strategies that have been incorporated throughout the program.
Each Amplify Science Elementary Unit includes five books that students use to build an understanding of science ideas, practices, and crosscutting concepts. While the program does not take on responsibility for providing all literacy instruction required for students’ reading development (e.g., skill-based or fluency-oriented literacy instruction), it is designed to support vocabulary, language, and reading comprehension development.
Amplify Science provides students with a series of content-rich nonfiction and informational texts that are read for a variety of purposes throughout the unit. The five books in each unit include one book for approximately every five days of instruction and one reference book that students draw upon throughout the 22-lesson units (20 instructional lessons & 2 assessment days for pre/post). Students are encouraged to read books as independently as possible so they can apply the comprehension strategies they are learning in order to understand what they read. In each Amplify Science reading session, comprehension is supported at three stages: before, during, and after reading. At each stage, students engage in planned tasks that build an understanding of the key concepts and themes in a book. The teacher’s role is to scaffold comprehension and provide opportunities for practicing the strategies and skills that are being taught. At each stage, these include:
- Before-reading activities designed to help students activate their background knowledge, prepare to use particular comprehension strategies, and set a purpose for reading.
- During-reading activities intended to help students monitor their comprehension, make connections, and read and understand important science vocabulary in context.
- After reading activities intended to help students reflect on their learning and connect their reading to their firsthand science investigations.
Nonfiction and informational text. The Amplify Science program is designed to help students gain familiarity with the structures and functions of nonfiction and informational texts by extending students’ exposure to these texts in a rich learning environment. The program uses nonfiction and informational texts because it is an important component of content learning in school; it helps build knowledge of the natural and social world, and it provides students with a purposeful context for learning key concepts and vocabulary. Nonfiction and informational text are also engaging and motivating as it answers genuine questions and capitalizes on student interests and background knowledge. Reading a wide variety of texts have been shown to affect students’ interest in reading overall (Duke 2004). Nonfiction and informational genres are also the genres students are most likely to encounter when reading and writing inside and outside of school. For adults, nonfiction and informational texts are read more often than other genres (Duel 2004; Smith 2000). In order for students to become successful information gatherers as adults, we need to provide opportunities for them to engage with nonfiction and informational texts in school.
Reading comprehension. Reading instruction in Amplify Science is designed to promote students’ capacity to read for meaning. Guided instruction and a supportive classroom context help students learn to employ powerful comprehension strategies that are critical for gaining a better understanding of text and becoming skilled readers (Duke and Pearson 2002). Comprehension strategies included in the Amplify Science program include posing questions, making inferences, setting goals for reading, summarizing, synthesizing, and using text features. Across units, students are guided to use these strategies flexibly as they read and make sense of a wide range of nonfiction and informational texts. Students also gain critical experience with understanding texts and experiences in relation to one another as they make connections between the books they read and the science they do. These connections then extend their growing conceptual understanding. Reading instruction in Amplify Science also encourages students to reflect on the utility of comprehension strategies, including when, why, and how these strategies helped them. One important way students make connections is through sustained classroom discussion of text with their peers (Nystrand 1997). Students regularly discuss both content and comprehension use before, during, and after reading, learning more about both as they engage in discussions with their peers. The Amplify Science approach also draws on research that demonstrates the benefits of instructional coherence (connected reading, writing, listening, and talk), particularly in the content area of science (Romance and Vitale 2001; Cervetti et. al. 2007; The Directed Reading Model supports reading comprehension before, during, and after reading. Cervetti et. al. 2006). Reading comprehension is enhanced as students connect what they read to what they are investigating and learning in science. The Amplify Science student books provide many opportunities for students to practice their developing reading skills in context, engage in authentic discourse around text, make connections, and support their understandings with textual evidence.
Assessments
Credible. Actionable. Timely. The assessment system for each Amplify Science unit is designed to provide teachers with actionable diagnostic information about student progress toward the learning goals for the unit. Assessment of unit learning goals is grounded in the Unit Progress Build (PB), which describes how student understanding is likely to develop and deepen through engagement with the unit’s learning experiences. The assessment system includes formal and informal opportunities for students to demonstrate understanding and for teachers to gather information throughout the unit – all while giving teachers flexibility in deciding what to score and what to simply review. Built largely around instructionally-embedded performances, these opportunities encompass a range of modalities that, as a system, attend to research on effective assessment strategies and the NRC Framework for K-12 Science Education.
The variety of assessment options for Amplify Science include:
- Pre-Unit Assessment (formative): discussion, modeling, and written explanations to gauge students knowledge.
- On-the-Fly Assessments (OtFA) (formative): each OtFA includes guidance on what to look for in student activity or work products, and offers suggestions on how to adjust instruction accordingly.
- End-of-Chapter Problem Context Explanations (formative): Three-dimensional performance tasks to support students’ consolidation of ideas encountered in each chapter and provide insight into students’ developing understanding.
- Self-Assessments (formative): One per chapter; brief opportunities for students to reflect on their own learning, ask questions, and reveal ongoing wonderings about unit content.
- Critical Juncture Assessment (CJ) (formative): Occurring at the end of each chapter similar in format to the Pre-Unit and End-of-Unit assessments.
- End-of-Unit Assessment (summative): discussion, modeling, and written explanations to gauge students’ knowledge and growth.
Hands-On and Print Materials (“Kits”)
There is a box of materials associate with every unit of Amplify Science, containing a variety of hands-on activities and print materials that are called for in the various lessons in the unit. Each box, commonly called a “kit,” is associated with a given unit, and each teacher should ideally have their own kit for each unit.
Hands-on brochures
*One blackline master Student Investigation Notebook is included in each unit kit, grades 3–5.
Within the kit there are two types of materials:
- Physical manipulatives
- Printed materials
The physical manipulatives are the hands-on items used in various lessons in the unit. For example, the Balancing Forces kit contains balloons, batteries, magnets, fasteners, rubber balls, and various other materials.
There are two types of physical manipulatives: consumables and nonconsumables. Nonconsumables are durable and, if cared for properly, can be used over the course of several years. Consumables are used up with each use and must be replenished.
There are also print materials in the kits, including:
- Key concepts: Teachers designate an area of the classroom wall to post “Key Concept” printed cards. These cards contain short sentences that explicitly identify an important idea or concept learned in the unit. By posting that card to the wall, the classroom has a visual anchor – a physical representation of “what we’ve learned so far.”
- Vocabulary wall: Like the Key Concepts, Vocabulary cards are provided in your unit’s kit. These, too, are posted to a designated area of the classroom wall, and more and more vocabulary cards are added to the wall as we progress through the unit.
- Unit and Chapter Questions: Printed cards with the unit question and individual chapter questions are also provided in the kit. These cards help students to remember exactly what we are investigating over the course of the chapter, and ultimately, over the course of the unit.
- Card Sets: Printed cards, specific to a unit, are in each kit (though not all units have Card Sets). Often, students are sorting these cards on their desks, ranking them, ordering them, etc. For example, in the Metabolism unit, students take “Evidence Cards,” each with a piece of evidence, and then rank and arrange the evidence cards from strong-> weak->irrelevant, thereby providing a visualization of their thinking and reasoning.
Preview Amplify Science: NYC
Start your view by simply selecting “Preview the Curriculum” and then selecting either Teacher or Student access. We recommend selecting Teacher access as you will also be able to see the student resources.
Looking for help reviewing the program? Reach out to a New York City Amplify Science curriculum expert.
Reading and Literacy Integration
Amplify Science units provide strategy-based literacy instruction that aims to develop students’ facility with reading, writing, and talking about science. Each unit provides many authentic opportunities for students to learn about and practice the ways of communicating and learning that characterize science as a discipline. The following are the Amplify Science Guiding Principles for Literacy:
- Students acquire literacy expertise through the pursuit of science knowledge and by engaging in scientific and engineering practices.
- Attention to discipline literacy instruction should begin as soon as students enter school and should continue throughout the grades.
- Participation in a disciplinary community is key to acquiring disciplinary expertise and literacy.
- Since the purpose of science is to better explain the natural world, argumentation and explanation are the central enterprises of science. Therefore, these practices are central foci of reading, writing, and talk in science.
Literacy instruction in the Amplify Science program utilizes a Gradual Release of Responsibility approach (Pearson and Gallagher 1983). In this approach, instruction begins with the teacher assuming primary responsibility for modeling strategy or skill and explicitly instruction how to use each strategy or skill. As instruction proceeds, the teacher offers as much support as needed so students can practice using the target strategy more independently. Over time, students take on more responsibility for using the strategy more independently. Depending on the goal, the path from teacher modeling to student independence will vary. Over the course of a unit, students may not achieve independence for every literacy goal, but they will move along the continuum toward flexible use of a wide range of reading, writing, and learning strategies that have been incorporated throughout the program.
Each Amplify Science Elementary Unit includes five books that students use to build an understanding of science ideas, practices, and crosscutting concepts. While the program does not take on responsibility for providing all literacy instruction required for students’ reading development (e.g., skill-based or fluency-oriented literacy instruction), it is designed to support vocabulary, language, and reading comprehension development.
Amplify Science provides students with a series of content-rich nonfiction and informational texts that are read for a variety of purposes throughout the unit. The five books in each unit include one book for approximately every five days of instruction and one reference book that students draw upon throughout the 22-lesson units (20 instructional lessons & 2 assessment days for pre/post). Students are encouraged to read books as independently as possible so they can apply the comprehension strategies they are learning in order to understand what they read. In each Amplify Science reading session, comprehension is supported at three stages: before, during, and after reading. At each stage, students engage in planned tasks that build an understanding of the key concepts and themes in a book. The teacher’s role is to scaffold comprehension and provide opportunities for practicing the strategies and skills that are being taught. At each stage, these include:
- Before-reading activities designed to help students activate their background knowledge, prepare to use particular comprehension strategies, and set a purpose for reading.
- During-reading activities intended to help students monitor their comprehension, make connections, and read and understand important science vocabulary in context.
- After reading activities intended to help students reflect on their learning and connect their reading to their firsthand science investigations.
Nonfiction and informational text. The Amplify Science program is designed to help students gain familiarity with the structures and functions of nonfiction and informational texts by extending students’ exposure to these texts in a rich learning environment. The program uses nonfiction and informational texts because it is an important component of content learning in school; it helps build knowledge of the natural and social world, and it provides students with a purposeful context for learning key concepts and vocabulary. Nonfiction and informational text are also engaging and motivating as it answers genuine questions and capitalizes on student interests and background knowledge. Reading a wide variety of texts have been shown to affect students’ interest in reading overall (Duke 2004). Nonfiction and informational genres are also the genres students are most likely to encounter when reading and writing inside and outside of school. For adults, nonfiction and informational texts are read more often than other genres (Duel 2004; Smith 2000). In order for students to become successful information gatherers as adults, we need to provide opportunities for them to engage with nonfiction and informational texts in school.
Reading comprehension. Reading instruction in Amplify Science is designed to promote students’ capacity to read for meaning. Guided instruction and a supportive classroom context help students learn to employ powerful comprehension strategies that are critical for gaining a better understanding of text and becoming skilled readers (Duke and Pearson 2002). Comprehension strategies included in the Amplify Science program include posing questions, making inferences, setting goals for reading, summarizing, synthesizing, and using text features. Across units, students are guided to use these strategies flexibly as they read and make sense of a wide range of nonfiction and informational texts. Students also gain critical experience with understanding texts and experiences in relation to one another as they make connections between the books they read and the science they do. These connections then extend their growing conceptual understanding. Reading instruction in Amplify Science also encourages students to reflect on the utility of comprehension strategies, including when, why, and how these strategies helped them. One important way students make connections is through sustained classroom discussion of text with their peers (Nystrand 1997). Students regularly discuss both content and comprehension use before, during, and after reading, learning more about both as they engage in discussions with their peers. The Amplify Science approach also draws on research that demonstrates the benefits of instructional coherence (connected reading, writing, listening, and talk), particularly in the content area of science (Romance and Vitale 2001; Cervetti et. al. 2007; The Directed Reading Model supports reading comprehension before, during, and after reading. Cervetti et. al. 2006). Reading comprehension is enhanced as students connect what they read to what they are investigating and learning in science. The Amplify Science student books provide many opportunities for students to practice their developing reading skills in context, engage in authentic discourse around text, make connections, and support their understandings with textual evidence.
Digital Simulations
Digital Sims are digital tools that serve as venues of exploration and means for collecting data and evidence, and present students with opportunities to make observations and manipulate variables of key scientific processes and mechanism. Sims allow students to explore scientific concepts that might otherwise be invisible or impossible to see with the naked eye. Much like real scientists do, students of Amplify Science will use these computer simulations to gain insight into processes that occur on the microscopic scale, or alternatively, to speed up processes that might otherwise take thousands or millions of years to observe.
In grades 4–8, Amplify Science offers a unique sim which students will use throughout the unit. And each time a sim appears in a lesson, there are clear instructions for both teachers and students on its use.
Digital simulation from Ecosystem Restoration unit
Spanish Resources
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:
| Component | Teacher/student |
|---|---|
| Student Investigation Notebooks (K–8) | Student |
| Science articles (6–8) | Student |
| Student Books (K–5) | Student |
| Video transcripts (6–8) | Student |
| Digital simulation translation key (6–8) | Student |
| Printed classroom materials (K–8) (Unit and chapter questions, key concepts, vocabulary cards, etc.) | Teacher and student |
| Copymasters (K–8) | Teacher |
| Assessments (K–8) | Teacher |
Supporting ELLs
English language learners (ELLs) bring a lifetime of background knowledge and experiences to everything they do. As they work to acquire a new language and new academic knowledge simultaneously, they may need specific linguistic support. In the instruction, the Differentiation Brief points out activities that could pose linguistic challenges for English learners or reduce their access to science content, and suggests supports and modifications accordingly.
The Lawrence Hall of Science authorship team believes that it is essential for students to develop both a deep understanding of science concepts and facility with disciplinary practices that are essential to the work of scientists and engineers. It is also important to recognize that in a single classroom, students have an array of learning needs and preferences. In particular, English language learners can benefit from learning opportunities designed to meet their needs from additional support then needed as they tackle the language and content demands of science.Five principles helped the Lawrence Hall of Science curriculum developers design instructional sequences to meet the goals of bolstering students who develop understanding of science content, decreasing language demands without diluting science content, and allowing students to more fully engage in disciplinary literacy practices. The five principles are based on research on best practices in the field and have been reviewed by Amplify Science ELL advisors.
- Leverage and build students’ informational background knowledge.
- Capitalize on students’ knowledge of language.
- Provide explicit instruction about the language of science.
- Provide opportunities for scaffolded practice.
- Provide multimodal means of accessing science content and expressing science knowledge.
Personalized learning grounded in the Science of Reading

Surveying the landscape
Recent data shows that far fewer young students are on target for reading proficiency than in previous years. In fall 2020, kindergarteners were 6 percent less likely to be on track in reading than they were in the 2019–20 school year.

How do we reverse these trends? A personalized learning program steeped in research-based literacy practices can be your first step. In this blog, we introduce personalized learning programs for early literacy, discuss why they should be aligned with the Science of Reading, and outline the key features that all effective personalized learning programs should have to support ALL students.
What is personalized learning?
“Personalized learning in literacy education is an approach in which teaching and other learning experiences build on each student’s strengths, address each student’s needs, spur student motivation and agency, and help all students meet grade-level standards and, ultimately, achieve college and career readiness.”
— Student Achievement Partners
Achieve the Core outlines a set of key components every personalized program should include to accelerate literacy:

How can I bring the Science of Reading into personalized learning?
Not all personalized learning programs should be treated equally. Programs should provide explicit, systematic foundational skills, continue to build background knowledge, and support core Science of Reading instruction. Focusing on the things we do while we’re reading that allow us to make sense of text — also known as comprehension processes — is a key component of supporting beginning readers.
How will I know if a personalized learning program is based on research about how children learn to read?
We’ve provided a checklist of key features to look for when selecting a personalized learning program grounded in the Science of Reading.
1) Look for a program that complements your Science of Reading instructional practices.
The content of a personalized program should support your core Science of Reading instruction.
Look for research-based instruction aligned to Scarborough’s Reading Rope, a focus on comprehension processes and language structures in addition to foundational skills, and personalization that adapts based on student needs.
2) Look for a program that employs a whole-child approach.
A whole-child approach focuses on students’ individual strengths and needs.
Look for targeting of skill practice at the just-right level in ALL areas, a focus on students’ individual strengths as well as their needs, and more opportunities for success, all of which build student confidence.
3) Look for a program that uses an adaptive scope and sequence.
In an adaptive model, students progress along a unique pathway through a learning map that adapts based on their performance.
Look for full adaptivity — where students progress along a pathway that adapts on multiple dimensions, not just one. The program should offer data to place students into personalized pathways and continue to analyze student performance data to determine the skills they practice and when.
4) Look for a program that acts as a digital tutor to save teachers time.
A program that aims to save you time provides students with differentiated instruction and pathways when they’re really struggling.
Look for a program that provides scaffolding and differentiated pathways to students when they’re struggling, and offers precursor and ancillary skill development and advancement opportunities before revisiting challenging content. Programs should alert teachers with targeted resources to support students and keep them moving.
5) Look for a program that motivates students intrinsically.
Programs that focus on intrinsic motivation leverage a growth mindset theory to ensure that students have fun while they learn.
Look for a program that rewards persistence as much as performance and ensures students have fun while they learn.
Personalized learning supplemental tool: Amplify Reading
Amplify Reading is a personalized learning program powered by the Science of Reading. The program blends compelling storytelling with research-based instructional practices to offer:
- Personalized instruction across 13 different critical skill areas that adapt to each student’s needs while building on their strengths.
- Explicit practice in comprehension processes, phonics, and vocabulary.
- Extra support and scaffolds for struggling readers and English learners.
- An immersive game-play design that motivates students and makes learning to read fun.
To learn how this program can accelerate reading growth in your district, request a personalized walkthrough below.
Amplify Reading – Amplify Reading
Work cited
Liben, Meredith, et al. “What Principles Must Underlie Successful Personalized Learning?” Peers and Pedagogy, 27 Oct. 2020
The power of phenomena in the science classroom

In conversation, something “phenomenal” is something exceptional, extraordinary.
But in science, an event does not have to be “phenomenal” for it to be a phenomenon.
In fact, a phenomenon in science can be as ordinary and predictable as gravity.
To qualify as a scientific phenomenon, an event simply has to be observable.
That is, a scientific phenomenon is an observable event that occurs in the universe. It’s something we can use our science knowledge to explain or predict. Examples of science phenomena include the erosion of dunes or soil, or the formation of bubbles or ice.
And you know what else is observable? The positive impact of phenomena-based learning on the science classroom. That’s why phenomena-based learning is baked into the Next Generation Science Standards (NGSS).
Let’s take a look at why the power of science phenomena to deliver engagement and learning is, dare we say, extraordinary!
The power of phenomena-based learning in science
Many of us learned science a different way, by starting with a general or abstract principle then applying it in the real world.
But when you start with phenomena in science, you start with the observable real-world event. You ask questions: Why is brown water coming out of the pipes built for drinking water? Where did all the monarch butterflies go? You help students see why science is relevant, right from the outset of the inquiry.
Even everyday phenomena—like sunburns, or vision loss—can generate real learning opportunities. Explaining phenomena and designing solutions helps students learn in context, leading to deeper and more transferable knowledge.
The challenge of predicting or explaining the phenomenon becomes the motivation for learning. And it has the added benefit of being how real scientists proceed with their work!
The power of phenomena science lies in its capacity to bring real life into the classroom. A phenomena-based science curriculum engages students by starting with the real and relatable rather than the abstract. It also trains students to be inquisitive, expansive, critical thinkers.
When you shift to a phenomena-based approach, you help students shift from learning about to figuring out.
How the NGSS support phenomena-based learning
The NGSS help students make sense of phenomena in the natural world and in human-designed machines and products.
Learning to explain phenomena and solve problems is the main way that students engage in the three dimensions of the NGSS—they use Science and Engineering Practices (SEPs) to develop and apply Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs).
Phenomena-centered classrooms also help teachers monitor student progress. As students work toward explaining phenomena, three-dimensional formative assessment is easily embedded throughout instruction.
How to bring phenomena into the science classroom
The power of phenomena-based learning lies in real-world relevance. Also, phenomena don’t generate learning all by themselves—student questions about phenomena guide teaching and learning.
That’s why it’s helpful to make sure students can connect to the phenomenon at hand. The following are a few steps you can take to integrate this approach into your classroom:
- Ask students what they’re curious about. Why do leaves change color? What is lightning? Why do ice cubes stick to my finger?
- Connect iterations of a given phenomenon to students’ lives. When discussing how sunlight warms the earth, a teacher might use examples of the sun heating sand, or asphalt depending on where students live.
- Use one broad anchor phenomenon for the focus of a unit, and investigate related phenomena that relate to students’ interests and experiences. For example, exploring what we see in the sky will lead to different investigations depending on whether students live in an urban area or far from city lights.
Note that an engaging phenomenon does not have to be flashy or unexpected. Even if students think they already know why it rains, they may discover that they actually can’t explain it. Pushing students to inquire more will help them go beyond repeating things they’ve read, and go from learning facts to asking questions that reveal more about the world around them.
How Amplify Science can help
Amplify Science employs phenomena-based learning throughout the curriculum, which is itself phenomena-based and designed around the NGSS.
In one example, 6th graders take on the role of medical students in a hospital, working to diagnose a patient and analyze the metabolism of world-class athletes. In another, 8th graders work to explain Australia’s high skin cancer rates by investigating how light works and interacts with the world it shines on.
And what’s more, Amplify Science for grades 6–8 received an all-green rating from EdReports!
Learn more.
- Phenomenon Based Learning in NGSS Curriculum | Amplify Science
- What is Phenomenon Based Teaching & Learning? | Amplify Science
- What’s so phenomenal about phenomena?
- Amplify: Next Generation Science Standards (NGSS)
- Engineering in the Next Generation Science Standards
- What’s included in our phenomena-based science curriculum for elementary schools
- What’s included in our phenomena-based science curriculum for middle schools
Reading comprehension strategies grounded in science

When we teach reading using what science (specifically the Science of Reading) tells us, we guide the brain to start recognizing and understanding those letters, syllables, and words. And the most effective reading comprehension strategies depend not only on explicit instruction, but on building background knowledge.
Comprehension instruction: Breaking it down
According to the Simple View of Reading, two cognitive capacities are required for proficient reading: (1) decoding, and (2) language comprehension.
“Reading comprehension is the product, not the sum, of those two components,” says Dr. Jane Oakhill, professor of experimental psychology at the University of Sussex. “If one of them is zero, then overall reading ability is going to be zero.”
As Oakhill explains further on Science of Reading: The Podcast, each component contains its own set of distinct skills and processes. It’s crucial to help students develop all of these capacities.
Building mental models for new information
Some readers are great at decoding but struggle with language comprehension. Why might that be—and how can you support them?
Here’s some context: After you read this paragraph, you aren’t likely to recall the precise wording—but you will probably remember the idea. Researchers use the term mental model to describe the cognitive strategies for the structure you create in your mind to perform this feat of comprehension.
Historically, educators have thought about the process of comprehension — everything that happens after each word is recognized — as a black box. But now we know that there are two levels of comprehension at work: comprehension processes and comprehension products.
Comprehension processes are the steps you take to build a mental model of a text during reading. Comprehension products refer to the work you are able to do with that model after reading.
Think of the process of building a mental model as a sort of micro-comprehension. Weaker comprehenders build weaker models, so they may struggle when asked to create a narrative text summary, identify a theme, put together predictions, or describe key details of a character’s evolving beliefs.
By actively engaging with text, connecting prior knowledge, utilizing graphic organizers, receiving explicit instruction, and exploring new information, students can learn to build robust mental models that enhance their comprehension of the text. These mental models serve as frameworks for understanding, organizing, and synthesizing information, which then leads to improved comprehension, retention, and critical thinking.

Researchers have identified as many as 17 comprehension processes that affect students’ ability to build and use their mental models. The following are a few of the comprehension processes that weak comprehenders most commonly struggle with, and that with practice, can be targeted for skill development and improved overall comprehension.
- Anaphora (using pronouns to refer to an earlier word or phrase): Some readers struggle to process pronoun relationships (Megherbi & Ehrlich, 2005), identify antecedents, and answer questions that require resolution of anaphora (Yuill & Oakhill, 1988).
- Gap-filling inference: When reading the sentence “Carla forgot her umbrella and got soaking wet,” more skilled readers will conclude that it rained. A lack of awareness of when and how to activate background knowledge to fill in gaps may hinder a student’s ability to make inferences and comprehend the text as a whole (Cain & Oakhill, 1999).
- Marker words: Writers use connective words (e.g., so, though, and yet), structure cues (e.g., meanwhile), and predictive cues (e.g., “There are three reasons why…”) to signal ways that text fits together. Students with limited knowledge of the meaning and function of these words may struggle with the meaning of the text (Oakhill, et al., 2015).
- Comprehension monitoring: When proficient readers encounter difficulty, they tend to stop, reread, and try to figure it out. Less proficient readers may just keep going or fail to recognize that what they’re reading doesn’t fit their mental model.
Two strategies that you can employ in your classroom to guide students in comprehension strategy instruction:
- Graphic organizers: Use graphic organizers such as concept maps, story maps, or Venn diagrams to help students learn to visually organize information and relationships within the text. Visualization enhances comprehension (Graesser, et al., 1994). As the text progresses, students can refer to and update their models.
- Comprehension monitoring: Teach readers to monitor their comprehension while reading by pausing to reflect on their understanding, clarify confusing points, and adjust their reading strategies as needed. Monitoring comprehension helps good readers stay engaged and actively construct meaning from the text.
How background knowledge powers comprehension
The Science of Reading demonstrates the importance of systematic and explicit phonics instruction. But students don’t have to learn phonics or decoding before knowledge comes into the equation. In fact, the opposite might even be true.
Let’s say you’re handed a passage of text describing part of a baseball game. You read the text, and then you’re asked to reenact that part of the game. Which is most likely to help you do so?
- Your ability to read
- Your knowledge of baseball
- Neither
If you answered “2,” you’re batting 1,000. This example summarizes an influential 1988 study that concluded that the strongest predictor of comprehension was knowledge. In the study, which showed readers (with varying degrees of background knowledge about baseball) a passage describing a game, struggling readers comprehended as well as strong readers—as long as they had prior knowledge of baseball.
“The background knowledge that children bring to a text is also a contributor to language comprehension,” says Sonia Cabell, Ph.D., an associate professor at Florida State University’s School of Teacher Education, on Science of Reading: The Podcast.
In fact, background knowledge is the scaffolding upon which readers build connections between prior knowledge and new words. Students with average reading ability and some background knowledge of a topic will generally comprehend a text on that topic as well as stronger readers who lack that knowledge.
But until recently, literacy instruction has typically focused on decontextualized skills—finding the main idea, making inferences—rather than on the content of texts and resources that students engage with. According to Cabell, what we know about knowledge and comprehension should inform instruction for the whole class. “I think most, if not every, theory of reading comprehension implicates knowledge,” she says. “But that hasn’t necessarily been translated into all of our instructional approaches.”
How can we help build background knowledge while teaching reading? Here are some strategies backed by science.
- Systematically build the knowledge that will become background knowledge. Use a curriculum grounded in topics that build on one another. “When related concepts and vocabulary show up in texts, students are more likely to retain information and acquire new knowledge,” say education and literacy experts Barbara Davidson and David Liben. According to them, this retention even continues into subsequent grades. “Knowledge sticks best when it has associated knowledge to attach to.”
- Provide instruction that engages deeply with content. Research shows that students—and teachers, too—actually find this content-priority approach more rewarding than, in Davidson and Liben’s words, “jumping around from topic to topic in order to practice some comprehension strategy or skill.”
- Support students in acquiring vocabulary related to content. Presenting keywords and concepts prior to reading helps students comprehend text more deeply. Spending more time on each topic helps students learn more topic-related words and more general academic vocabulary they’ll encounter in other texts.
- Use comprehension strategies in service of the content. While building knowledge systematically, teachers can use proven strategies—such as chunking and creating graphic organizers—to help students develop skills they can use to support their for understanding of important information.
- Use discussions and writing to help students learn content. Invite students to share their interpretations, supporting their thought processes in their own words and connecting with peers’ perspectives.
- Help students forge connections in small groups. Help students draw connections between reading lessons and units—and their own experiences—as they grow their knowledge base together.
Every day, the Science of Reading has more to tell us about comprehension as a multifaceted skill that requires a combination of various strategies, tools, and techniques to unlock meaning from text. Because of this body of research, we know that when educators bring intentional and evidence-based practices into the classroom, students can enhance their ability to comprehend grade level text, analyze information critically, and engage with diverse subject areas. By nurturing students’ reading comprehension skills grounded in the Science of Reading, educators can empower students to become good readers who can navigate complex texts with confidence and understanding.
Explore more
The Amplify blog:
Science of Reading: The Podcast
The Science of Reading and middle school: A perfect match

Perhaps you’re familiar with the Science of Reading—the large (and still-growing) body of research that details how children learn to read and informs instructional best practices to get them there.
And perhaps you also know how important it is to provide kids with evidence-based practices for reading instruction—and how, as the most effective way to make sure that every kid can learn to read, it’s truly crucial in setting all students up for success.
But did you know that the Science of Reading is not just about building foundational skills like phonological and phonemic awareness? It’s not just about how the littlest kids learn to recognize letters and words on a page. The need for research-informed instruction doesn’t go away once kids make the initial shift from not reading to reading. In fact, it’s essential throughout their reading journey—from the earliest years through grade school, and most certainly in the middle school classroom.
Let’s explore why middle schoolers need research-based literacy instruction, and take a look at how teachers can deliver it.
The Science of Reading and middle school literacy
Our brains are wired to learn spoken language, but they are not automatically wired for reading. They don’t just know that certain marks on a page are designed to represent sounds or meanings. That’s why—as the Science of Reading confirms—we have to teach reading explicitly and systematically. Learning to read actually rewires the brain by creating new neural connections and enhancing existing ones.
And when it comes to brain development, middle school is a big moment. The prefrontal cortex, responsible for higher-order thinking and executive function, is still maturing. It’s flexible, adaptable, and perfectly situated to receive the explicit instruction provided by research-based reading instruction.
Students in middle school have typically reached a certain level of automaticity with encoding and decoding. They’ve got the full—and finite—set of phonics skills under their belt, and they’re able to apply them across new and different contexts, even as vocabulary becomes more complex and unfamiliar.
But although this decoding practice remains important, students in middle school are typically able to shift more cognitive energy toward language comprehension.
And we know that background knowledge is crucial for language comprehension—the more prior knowledge you bring to a text, the better you understand it. That’s why middle school presents a major opportunity to deliver strategic and specific instruction in both language comprehension and background knowledge.
Leveraging the power of the Science of Reading
How might you take advantage of this unique developmental moment to accelerate student literacy? Here’s a glimpse at some of the approaches Amplify Chief Academic Officer and Vice President of ELA Deb Sabin explores in this webinar:
- Choose complex grade-level texts that help build students’ background knowledge and expose them to a variety of structures and genres. Exposure and access to grade-appropriate content is crucial for every student and helps them stay on target towards reading goals.
- Provide explicit comprehension instruction to help students interpret texts and build mental models for understanding. You might employ graphic organizers or encourage performance for deeper understanding and engagement.
- Incorporate writing prompts into core instruction. More and more research shows that writing has a strong impact on comprehension, helping students crystallize their understanding while also exposing gaps.
- Focus on fluency. Research connects oral reading practice to improved comprehension. You might have students practice reading specific passages aloud, encouraging them not only to work on rate and accuracy, but also to reflect on which words they choose to emphasize and why.
That’s just a peek at how you can bring the power of research-based reading instruction to your middle schoolers. To learn more, check out the following resources:
- Download our Science of Reading infographic to learn more about how the Science of Reading supports middle schoolers.
- Review our infographic, Four steps for improving literacy in middle school, shares evidence-based practices to equip middle school students with the strategies they need excel.
- Read through our resource, Providing strong writing instruction in middle school, to help your middle schoolers become strong, skilled writers.
Dyslexia: Early screening for risk
Dyslexia is one of the most common forms of learning disability, with some estimates suggesting that it may affect more than 17 percent of school-age students (Shaywitz, 2004). Although there are many different forms of reading difficulty, dyslexia is primarily characterized by difficulty in word-level reading ability, often due to deficits in automaticity or phonological processing.
Universal screening is an essential practice for identifying reading difficulties in the early grades, including characteristics of dyslexia. According to the International Dyslexia Association (IDA), early identification of reading difficulties helps get students the support they need and prevents further difficulty.

Amplify’s universal and dyslexia screening in one too
Measure what matters
mCLASS® with DIBELS 8th Edition® provides a formative assessment solution that supports the identification of students at risk for reading difficulties, including difficulty related to dyslexia. DIBELS 8th Edition was developed by the University of Oregon with the primary focus of ensuring that the measures are able to meet state-level dyslexia screening requirements.


How mCLASS identifies students at risk of dyslexia
When screening for risk, nothing can replace the power of listening to a child read—listening to their strengths as a reader AND their struggles.
With mCLASS, teachers administer predictive one-minute assessment measures that involve listening to students interact with sounds, letters, words, and text while screening for reading difficulties.
They will document all behaviors simultaneously on a mobile device. Accurate, efficient collection of data allows for immediate analysis that results in a clear identification of risk, not only for reading difficulty but also for dyslexia.
Research and statistics
mClass solutions

mCLASS Instruction
mCLASS Instruction provides teachers with a single view of the personalized, blended instruction (teacher-led and online) that is available to support individual student or small-group needs in skill areas directly assessed in the mCLASS assessment.
Employ teacher-led instruction for whole classes, small-groups, and individual students, including activities created by Susan Hall, author of I’ve DIBEL’d, Now What, are provided for skill practice.
Additional instructional resources for comprehension include grade-level passages that provide more practice.

Boost Reading
Get online student instruction and practice with Boost Reading, which places students in a personalized instruction path based on mCLASS assessment data and adapts based on progress in the curriculum. Students engage with skills-based games as well as an eReader.

mCLASS intervention
Receive rigorous, teacher-led intervention with mCLASS Intervention to address students most in need of support.

mCLASS Home Connect
Teachers can download a letter with student assessment results to send home to parents
and guardians, or use as a basis for discussion at conferences. Home Connect letters describe how the measures relate to skills development. Progress bars indicate the student’s performance on each measure.
Home Connect extends reporting to parents and guardians in a way that is easily understood and provides suggestions for positive action.
Request a demo
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These Customer Terms and Conditions are a legal agreement between Amplify Education, Inc. (“Amplify”) and the local education agency or authority, school district, school network, independent school, or other regional education system (“Customer”) for the license and use of one or more of Amplify products or services (the “Products”), as specified in the receipt, price quote, proposal, renewal letter, or other ordering document containing the details of this purchase (the “Quote”). These Customer Terms and Conditions, all addenda, attachments, and the Quote, as applicable (together, the “Agreement”), constitute the entire agreement between the parties relating to the subject matter hereof. The provisions of this Agreement will supersede any conflicting terms and conditions in any Customer purchase order, other correspondence or verbal communication, and will supersede and cancel all prior agreements, written or oral, between the parties relating to the subject matter hereof.
2. Agreement Acceptance
This Agreement becomes effective at the earliest of the following: (i) issuing a purchase order, shipment request, or payment against the Quote; (ii) accessing, downloading, or using the Products; or (iii) otherwise accepting this Agreement. This term of the Agreement will be as specified in the Quote and may be renewed or extended by mutual agreement of the parties. Customer represents and warrants that: (1) Customer is of legal age to accept this Agreement; (2) Customer is authorized to accept this Agreement and to access and use the Products; and (3) Customer’s use of the Products will comply at all times with Amplify’s Acceptable Use Policy available at amplify.com/acceptable-use (“AUP”). The Customer may not access, download, or use the Products if the Customer does not agree to this Agreement.
3. License
Subject to the terms and conditions of the Agreement, Amplify grants to Customer a non-exclusive, non-transferable, non-sublicensable license to access and use, and permit Authorized School Users, as defined below, to access and use the Products in accordance with the AUP, for the duration specified in the Quote (the “Term”), and for the number of Authorized School Users specified in the Quote for whom Customer has paid the applicable fees to Amplify. “Authorized School User” means the K–12 students registered or authorized for instruction with Customer and the educators, agents and staff members who use the Products as authorized by Customer who Customer permits to access and use the Products subject to the terms and conditions of the Agreement, solely while such individual is so employed or so registered. Each Authorized School User’s access and use of the Products will be subject to the AUP in addition to the terms and conditions of the Agreement. Violations of this Agreement or the AUP may result in suspension or termination of the applicable account.
4. Restrictions
Customer may access and use the Products solely for non-commercial instructional and administrative purposes. Guidelines for such purposes may be set forth at
https://amplify.com/amplify-program-usage-guidelines/ and additional guidelines may be detailed in materials associated with the Product the Customer is accessing. Further, Customer may not, except as expressly authorized by Amplify: (a) copy, modify, translate, distribute, disclose, or create derivative works based on the contents of, sell, or otherwise exploit, the Products, or any part thereof; (b) decompile, disassemble, reverse engineer the Products, or otherwise use the Products to develop functionally similar products or services; (c) modify, alter, or delete any of the copyright, trademark, or other proprietary notices in or on the Products; (d) rent, lease, or lend the Products or use the Products for the benefit of any third party; (e) avoid, circumvent, or disable any security or digital rights management device, procedure, protocol, or mechanism in the Products; (f) use any content from the Products, including but not limited to text, images, videos, assessments, lesson plans, or code, as input or training material for any machine learning or artificial intelligence system, including large language models, neural networks, or other algorithmic models, for any purposes, commercial or non-commercial; or (g) permit any Authorized School User or third party to do any of the foregoing. Customer also agrees that any works created in violation of this section are derivative works, and, as such, Customer agrees to assign, and hereby assigns, all right, title, and interest in such works to Amplify. The Products and derivatives thereof may be subject to export control laws, restrictions, regulations, and orders of the U.S. and other jurisdictions (together, “Export Laws”). Customer agrees to comply with all applicable Export Laws, and will not, and will not permit Authorized School Users to, export, or transfer for the purpose of re-export, any Product to any prohibited or embargoed country in violation of any U.S. export law or regulation. Further, Customer represents that it is not a party subject to sanctions by the U.S. Office of Foreign Assets Control or included on any restricted party list maintained by the U.S. Bureau of Industry and Security. The software and associated documentation portions of the Products are “commercial items” (as defined at 48 CFR 2.101), comprising “commercial computer software” and “commercial computer software documentation,” as those terms are used in 48 CFR 12.212. Accordingly, if Customer is the U.S. Government or its contractor, Customer will receive only those rights set forth in this Agreement in accordance with 48 CFR 227.7201-227.7204 (for Department of Defense and their contractors) or 48 CFR 12.212 (for other U.S. Government licensees and their contractors).
5. Reservation of Rights
SUBSCRIPTION PRODUCTS ARE LICENSED, NOT SOLD. Subject to the limited rights expressly granted hereunder, all rights, title, and interest in and to all Products, including all related IP Rights, are and will remain the sole and exclusive property of Amplify or its third-party licensors. “IP Rights” means, collectively, rights under patent, trademark, copyright, and trade secret laws, and any other intellectual property or proprietary rights recognized in any country or jurisdiction worldwide. Customer must promptly notify Amplify of any violation of Amplify’s IP Rights in the Products, and will reasonably assist Amplify as necessary to remedy any such violation. Amplify Products are protected by patents (see amplify.com/virtual-patent-marking). Amplify reserves the right to update or modify the Products at any time and to discontinue the Products upon reasonable notice.
6. Payments
In consideration of the Products, Customer will pay to Amplify (or other party designated on the Quote) the fees specified in the Quote in full within 30 days of the date of invoice, except as otherwise agreed by the parties or for those amounts that are subject to a good faith dispute of which Customer has notified Amplify in writing. Customer will be responsible for all state or local sales, use or gross receipts taxes, and federal excise taxes unless Customer provides a then-current tax exemption certificate in advance of the delivery, license, or performance of any Product, as applicable.
7. Shipments
Unless otherwise specified on the Quote, physical Products will be shipped FOB origin in the US (Incoterms 2010 EXW outside of the US) and are deemed accepted by Customer upon receipt. Upon acceptance of such Products, orders are non-refundable, non-returnable, and non-exchangeable, except in the case of defective or missing materials reported to Amplify by Customer within 60 days of receipt. In such case, Customer may not return Products without Amplify’s written authorization.
8. Account Information
For subscription Products, the authentication of Authorized School Users is based in part upon information supplied by Customer or Authorized School Users, as applicable. Customer will and will cause its Authorized School Users to (a) provide accurate information to Amplify or a third-party service as applicable, and promptly report any changes to such information, (b) not share login credentials or otherwise allow others to use their account, (c) maintain the confidentiality and security of their account information, and (d) use the Products solely via such authorized accounts. Customer agrees to notify Amplify immediately of any unauthorized use of its or its Authorized School Users’ accounts or related authentication information. Amplify will not be responsible for any losses arising out of the unauthorized use of accounts created by or for Customer and its Authorized School Users.
9. Confidentiality
Customer acknowledges that, in connection with this Agreement, Amplify has provided or will provide to Customer and its Authorized School Users certain sensitive or proprietary information, including software, source code, assessment instruments, research, designs, methods, processes, customer lists, training materials, product documentation, know-how, or trade secrets, in whatever form (“Confidential Information”). Customer agrees (a) not to use Confidential Information for any purpose other than use of the Products in accordance with this Agreement and (b) to take all steps reasonably necessary to maintain and protect the Confidential Information of Amplify in strict confidence. Confidential Information shall not include information that, as evidenced by Customer’s contemporaneous written records: (i) is or becomes publicly available through no fault of Customer; (ii) is rightfully known to Customer prior to the time of its disclosure; (iii) has been independently developed by Customer without any use of the Confidential Information; or (iv) is subsequently learned from a third party not under any confidentiality obligation.
10. Student Data
The parties acknowledge and agree that in the course of providing the Products to the Customer, Amplify may collect, receive, or generate information that directly relates to an identifiable student of Customer (“Student Data”). Student Data may include personal information from a student’s “educational records,” as defined by the Family Educational Rights and Privacy Act of 1974 (“FERPA”). Student Data is owned and controlled by the Customer and Amplify receives Student Data as a “school official” under Section 99.31 of FERPA for the purpose of providing the Products hereunder. Individually and collectively, Amplify and Customer agree to uphold our obligations, as applicable, under FERPA, the Children’s Online Privacy Protection Act (“COPPA”), the Protection of Pupil Rights Amendment (“PPRA”), and applicable state laws relating to student data privacy. Amplify’s Customer Privacy Policy at amplify.com/customer-privacy (“Privacy Policy”) will govern collection, use, and disclosure of Student Data collected or stored on behalf of Customer under this Agreement. In addition, Amplify has entered into the data privacy agreements listed at amplify.com/privacy-security aligned with state and national templates to facilitate compliance with applicable state laws and help expedite Customer’s student data privacy documentation process. Customer is responsible for providing notice and obtaining appropriate consents under applicable laws to authorize Authorized School Users’ use of the Products, including making a copy of the Privacy Policy available to the parents or guardians of users who are under the age of 13.
11. Customer Materials and Requirements
Customer represents, warrants, and covenants that it has all the necessary rights, including consents and IP Rights, in connection with any data, information, content, and other materials provided to or collected by Amplify on behalf of Customer or its Authorized School Users using the Products or otherwise in connection with this Agreement (“Customer Materials”), and that Amplify has the right to use such Customer Materials as contemplated hereunder or for any other purposes required by Customer. Customer is solely responsible for the accuracy, integrity, completeness, quality, legality, and safety of such Customer Materials. Customer is responsible for meeting hardware, software, telecommunications, and other requirements listed at amplify.com/customer-requirements.
12. Warranty Disclaimer
PRODUCTS ARE PROVIDED “AS IS” AND WITHOUT WARRANTY OF ANY KIND BY AMPLIFY. AMPLIFY EXPRESSLY DISCLAIMS ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING ANY WARRANTY AS TO TITLE, NON-INFRINGEMENT, MERCHANTABILITY, OR FITNESS FOR A PARTICULAR PURPOSE OR USE. CUSTOMER ASSUMES RESPONSIBILITY FOR SELECTING THE PRODUCTS TO ACHIEVE CUSTOMER’S INTENDED RESULTS AND FOR THE ACCESS AND USE OF THE PRODUCTS, INCLUDING THE RESULTS OBTAINED FROM THE PRODUCTS. WITHOUT LIMITING THE FOREGOING, AMPLIFY MAKES NO WARRANTY THAT THE PRODUCTS WILL BE ERROR-FREE OR FREE FROM INTERRUPTIONS OR OTHER FAILURES OR WILL MEET CUSTOMER’S REQUIREMENTS. AMPLIFY IS NEITHER RESPONSIBLE NOR LIABLE FOR ANY THIRD-PARTY CONTENT OR SOFTWARE INCLUDED IN PRODUCTS, INCLUDING THE ACCURACY, INTEGRITY, COMPLETENESS, QUALITY, LEGALITY, USEFULNESS, OR SAFETY OF, OR IP RIGHTS RELATING TO, SUCH THIRD-PARTY CONTENT AND SOFTWARE. ANY ACCESS TO OR USE OF SUCH THIRD-PARTY CONTENT AND SOFTWARE MAY BE SUBJECT TO THE TERMS AND CONDITIONS AND INFORMATION COLLECTION, USAGE, AND DISCLOSURE PRACTICES OF THIRD PARTIES.
13. Limitation of Liability
TO THE EXTENT SUCH LIMITATION IS NOT PROHIBITED BY APPLICABLE LAW, IN NO EVENT WILL AMPLIFY BE LIABLE TO CUSTOMER OR TO ANY AUTHORIZED SCHOOL USER FOR ANY INCIDENTAL, SPECIAL, CONSEQUENTIAL, PUNITIVE, RELIANCE, OR COVER DAMAGES, DAMAGES FOR LOST PROFITS, LOST DATA OR LOST BUSINESS, OR ANY OTHER INDIRECT DAMAGES, EVEN IF AMPLIFY HAS BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. TO THE EXTENT SUCH LIMITATION IS NOT PROHIBITED BY APPLICABLE LAW, AMPLIFY’S ENTIRE LIABILITY TO CUSTOMER OR ANY AUTHORIZED USER ARISING OUT OF PERFORMANCE OR NONPERFORMANCE BY AMPLIFY OR IN ANY WAY RELATED TO THE SUBJECT MATTER OF THIS AGREEMENT, REGARDLESS OF WHETHER THE CLAIM FOR SUCH DAMAGES IS BASED IN CONTRACT, TORT, STRICT LIABILITY, OR OTHERWISE, MAY NOT EXCEED THE AGGREGATE OF CUSTOMER’S OR ANY AUTHORIZED USER’S DIRECT DAMAGES UP TO THE FEES PAID BY CUSTOMER TO AMPLIFY FOR THE AFFECTED PORTION OF THE PRODUCTS IN THE PRIOR 12-MONTH PERIOD. UNDER NO CIRCUMSTANCES WILL AMPLIFY BE LIABLE FOR ANY CONSEQUENCES OF ANY UNAUTHORIZED USE OF THE PRODUCTS BY AN AUTHORIZED SCHOOL USER THAT VIOLATES THIS AGREEMENT OR ANY APPLICABLE LAW OR REGULATION.
14. Termination
Without prejudice to any rights either party may have under this Agreement, in law, equity, or otherwise, a party will have the right to terminate this Agreement if the other party (or in the case of Amplify, an Authorized School User) materially breaches any term, provision, warranty, or representation under this Agreement and fails to correct the breach within 30 days of its receipt of written notice thereof. Upon termination, Customer will: (a) cease using the Products, (b) return, purge, or destroy (as directed by Amplify) all copies of any Products and, if so requested, certify to Amplify in writing that such surrender or destruction has occurred, (c) pay any fees due and owing hereunder, and (d) not be entitled to a refund of any fees previously paid, unless otherwise specified in the Quote. Customer will be responsible for the cost of any continued use of the Products following termination. Upon termination, Amplify will return or destroy any Student Data provided to Amplify hereunder. Notwithstanding the foregoing, nothing will require Amplify to return or destroy any data that does not include Student Data, including de-identified information or data that is derived from access to Student Data but which does not contain Student Data. Sections 3–14 will survive the termination of this Agreement.
15. Miscellaneous
This Agreement may not be modified except in writing signed by both parties. All defined terms in this Agreement will apply to their singular and plural forms, as applicable. The word “including” means “including without limitation.” For United States-based Customers, this Agreement will be governed by and construed and enforced in accordance with the laws of the U.S., state, commonwealth, or territory in which Customer resides based on the address set forth in the Quote, without regard to that state’s, commonwealth’s, or territory’s choice of law rules. For Customers based outside of the United States, this Agreement will be governed by the laws of the U.S., state of New York, without giving effect to the choice of law rules thereof. This Agreement will be binding upon and inure to the benefit of the parties and their respective successors and assigns. The parties expressly understand and agree that their relationship is that of independent contractors. Nothing in this Agreement will constitute one party as an employee, agent, joint venture partner, or servant of another. Each party is solely responsible for all of its employees and agents and its labor costs and expenses arising in connection herewith. Neither this Agreement nor any of the rights, interests or obligations hereunder may be assigned or delegated by Customer or any Authorized School User without the prior written consent of Amplify. If one or more of the provisions contained in this Agreement will for any reason be held to be unenforceable at law, such provisions will be construed by the appropriate judicial body to limit or reduce such provision or provisions so as to be enforceable to the maximum extent compatible with applicable law. Amplify will have no liability to Customer or to third parties for any failure or delay in performing any obligation under this Agreement due to circumstances beyond its reasonable control, including acts of God or nature, fire, earthquake, flood, epidemic, pandemic, strikes, labor stoppages or slowdowns, civil disturbances or terrorism, national or regional emergencies, supply shortages or delays, action by any governmental authority, or interruptions in power, communications, satellites, the Internet, or any other network. Each party represents and warrants that it has all necessary right, power, and authority to enter into this Agreement and to comply with the obligations hereunder.
Last Modified: February 2, 2026
Getting Started
One Amplify app for everything.
Educators can log into Schoology, using their LAUSD Single Sign-On (SSO), to access the Amplify app. One click into the Amplify app takes you to the Educator Home page and into the mCLASS Portal.

Attention iOS device users:
You must sync your device before upgrading your iOS version. If you update your iOS version before syncing, all unsynced mCLASS data will be lost since any Apple-related software updates clear Safari’s cache memory. If your device prompts you to upgrade your iOS version, tap cancel or close to decline and then sync your assessments. We encourage you to follow best practices and sync your assessment data regularly. Establishing a regular sync routine helps ensure that your assessment data isn’t lost due to device changes, software updates, or any unforeseen issues.
- DIBELS 8 Help Guide
- mCLASS Classes and Groups Help – Refer to our mCLASS Help system for instructions on using Amplify’s enrollment tools for administrators and other staff with school-wide or system access. If you need to help teachers administer mCLASS or assist substitute teachers with assessing a class, you can add yourself to a class. You can also create student groups to organize students within classes or to share students across classes with other staff.
mCLASS Instruction
How mCLASS® Instruction works
All schools in LAUSD have access to mCLASS® Instruction, which can help you use your benchmark data to individualize instruction for each student. You can access the following tools at Amplify Home > My Assessments > DIBELS 8th Edition (in the upper-left corner you will see an Instruction button). View our Instruction webcast for overviews of the tools.
- mCLASS® Item-Level Advisor automatically highlights important patterns, offering detailed analysis and suggesting next steps for targeted instruction.
- mCLASS® Small-Group Advisor uses results to create optimal groups of students with similar needs and selects targeted instructional activities at the appropriate level.
- mCLASS® Home Connect® allows you to easily provide parents with progress reports and specific activities to help bolster students’ learning at home.
Student Online Assessments
How to enable the mCLASS Student Online Assessments Video
Online Assessments:
- MAZE Online (required for DIBELS 8 composite)
- About MAZE Online
- Assigning Maze Online (Video)
- Assigning Maze Online (Job Aid)
- Manually entering MAZE Results on mCLASS
- Help with LAUSD SSO- Schoology: MyMail Pin
- Text Reading Online (TRO) is a new computer-administered assessment for grades 1-6 that measures oral reading fluency, accuracy, and comprehension to evaluate students’ reading proficiency against grade level expectations. TRO employs innovative voice recognition technology that automatically and immediately scores the recording of students reading as they progress through the assessment. REMINDER: Students must read out loud while reading.
- TRO Job Aid
- Click HERE to view online help for TRO
- Decoding Online (DO) is a new computed-administered assessment for grades 1-6 that measures students’ skill in reading grade-level words in isolation. The results help educators plan decoding instruction by providing information about the specific word types where students may need more practice at a given point in time. Click HERE to view online help for DO.
- Spelling Online (available in Spanish)- In the Spelling assessment, students hear a target word and use letter tiles to spell the word. These words include the phoneme-grapheme correspondences that students at each grade level are expected to learn over the course of a year based upon the scopes and sequences of published reading and spelling curricula. The final score is the number of words spelled correctly, with partial credit provided for correct spelling sequences within a word. This makes the Spelling measure more sensitive to students’ actual spelling skills, giving more information about their progress.
- Vocabulary Online (available in Spanish)- In the Vocabulary assessment, students demonstrate their knowledge of grade-specific words, as well as their skill at deriving meaning from context. The assessment covers words that are high utility (i.e. Tier 2) and content specific (i.e. Tier 3). Depending on grade level, students may be asked to answer questions about the word, to fill in a blank correctly with the word, or to match the word with its definition.
Progress Monitoring
DIBELS 8 Progress Monitoring
- Progress monitoring materials are included in the DIBELS 8 benchmark booklets.
TRC Progress Monitoring
- Teachers should add the titles they will use to their Book List on mCLASS (located at the top right by the Support button). If the publisher of the books you use for TRC progress monitoring made digital copies of materials available, you will be sharing the digital book as you assess your student remotely.
- Reading/Learning A-Z books are on mCLASS (2300+ titles). LAUSD purchased for all schools. Teachers will need to add them to their Book List on mCLASS.
Reading 3D
Text Reading Comprehension (TRC)
How TRC (Text Reading & Comprehension) works
After completing the mCLASS foundational skills assessment, teachers record observations with a running record to quickly analyze reading comprehension. They assign reading levels and monitor progress to support mastery of increasingly complex texts.
- Quickly log observations and easily identify error patterns for any level.
- Compare student progress with predictive, research-based benchmark goals.
- Translate assessment data into instructional support.
- Track progress and target instruction to individual student needs.
Additional Links:
1. Service Overview
As a provider of technology solutions to schools, Amplify’s commitment to data privacy and security is essential to our organization. This overview of Amplify’s Information Security Program describes physical, technical and administrative safeguards Amplify implements to protect student data in our care.
Company profile
Amplify Education, Inc. (Amplify) is a privately held company founded in 2000 as Wireless Generation. Amplify’s products include curriculum and instruction, assessment and intervention, professional development services and consulting services for K-12 education.
Service hosting
Amplify leverages Amazon Web Services (AWS) as its cloud hosting provider. Within AWS, Amplify utilizes Virtual Private Clouds (VPCs), which provide an isolated cloud environment within the AWS infrastructure. External network traffic to a VPC is managed via gateway and firewall rules, which are maintained in source code control to ensure that the configuration remains in compliance with Amplify security policy. In addition, the production VPCs and the development VPCs are isolated from each other and maintained in separate AWS accounts.
2. Policies & standards
Information security program
Amplify maintains a comprehensive information security program based on the National Institute of Standards and Technology (NIST) Cybersecurity Framework and the NIST SP 800-53 Rev. 5 family of information security controls. These provide a robust framework of best practices from which an organization can build its security policies and protocols based on identified risks, compliance requirements, and business needs. They cover critical practice areas, including access control, configuration management, incident response, security training, and other information security domains.
Governance
Amplify’s Information Security Committee has primary responsibility for the development, maintenance, and implementation of the Amplify information security program. The Information Security Committee is responsible for all information risk management activities within the company and is composed of technology, business and legal leaders from the organization. The Committee meets weekly and includes a dedicated VP of Information Security and a program manager to oversee, direct and coordinate its activities.
Policy execution
Adherence to the internal Amplify information security policy is an obligation of every Amplify employee. Amplify conducts a series of internal monitoring procedures to verify compliance with internal information security policies, and all Amplify employees undergo annual criminal background checks. In addition, any third-party contractors who come into contact with systems that may contain student data are contractually bound to maintain security and privacy of the data.
3. Data access controls
Access control
Amplify’s access control principles dictate that all student data we store on behalf of customers is only accessible to district-authorized users and to a limited set of internal Amplify users who may only access the data for purposes authorized by the district. Districts maintain control over their internal users and may grant or revoke access.
In limited circumstances and strictly for the purposes of supporting school districts and maintaining the functionality of systems, certain Amplify users may access Amplify systems with student data. All such access to student data by Amplify technicians or customer support requires both authentication and authorization to view the information.
Encryption
Data encryption is an important element of our protection of sensitive data at rest and in transit, and is reviewed and updated as appropriate annually, based on the latest standards and guidelines published by OWASP and NIST.
- In transit: Amplify encrypts all student data in transit over public connections, using Transport Layer Security (TLS), commonly known as SSL, using industry-standard protocols, ciphers, algorithms, and key sizes.
- At rest: Amplify encrypts student data at rest using the industry-standard AES-256 encryption algorithm.
4. Application security by design
Building the right roles into applications
Permissions within Amplify applications are designed on the principle that school districts control access to all student data. To facilitate this, Amplify applications are designed so that roles and permissions flow from the district to the individual user. For example, applications that offer schools a way to collect and report on assessment results have a web interface that requires district administrators to authorize individuals to view student data.
Security controls within applications are used to ensure that the desired privacy protections are technically enforced within the system. For example, if a principal is supposed to see only the data related to his or her school, Amplify ensures that, throughout the design and development process, our products restrict principals from seeing records for any students outside his or her school.
To make sure Amplify applications properly enforce permissions and roles, our development teams conduct reviews early in the design process to ensure roles and permissions are an essential component of the design of new applications.
Building security controls into applications
Amplify applications are also developed to minimize security vulnerabilities and ensure industry-standard application security controls are in place.
As part of the development process, Amplify has a set of application security standards that all applications handling student data are required to follow, including:
- Student data is secured using industry standard encryption when in transit between end-users and Amplify systems.
- Applications are built with password brute-force attack prevention.
- User sessions expire after a fixed period of time.
We also conduct manual and automated static code analysis as well as dynamic application security testing to preemptively identify vulnerabilities published by industry leaders such as OWASP (Open Web Application Security Project)
5. Proactive security
Risk assessments
Amplify periodically engages a security consulting firm to conduct risk assessments, aimed at identifying and prioritizing security vulnerabilities. The Information Security Committee coordinates remediation of the vulnerabilities. The security consulting firm also provides ongoing advice on current risks and advises on remediation of vulnerabilities and incident response.
Penetration testing
Amplify engages third-party firms to continually conduct application penetration testing. The purpose of this testing is to test for application security vulnerabilities in the production environment. We work with third party penetration testing program partners. Third-party testing involves a combination of automated and manual testing.
Vulnerability management
Amplify ensures that its systems are free of known vulnerabilities in several ways. Every production server runs vulnerability detection software that compares the installed software against a global database of known vulnerabilities. Secondly, we employ real time network monitoring that reports on any potentially malicious traffic. In addition, a third-party security firm continually reviews all of our system logs for potential security breaches. Lastly we continually test our applications against common malicious internet traffic. Violations in any of these areas will alert one of our operations teams, who are available around the clock.
In addition, Amplify participates in a private bug bounty program through HackerOne, working with the security community to find security vulnerabilities and support our efforts to keep our data and systems safe and secure.
Endpoint security
Access to production systems at Amplify is restricted to a limited set of internal Amplify users to support technical infrastructure, troubleshoot customer issues, or other purposes authorized by the district. In addition, Amplify requires multi-factor (MFA) authentication methods for access to all production systems. MFA involves a combination of something only the user knows and something only the user can access. For example, MFA for administrative access could involve entering a password as well as entering a one-time passcode sent via text message to the administrator’s mobile phone. The use of MFA reduces the possibility that an unauthorized individual could use a compromised password to access a system.
Infrastructure security
Network filtering technologies are used to ensure that production environments with student data are properly segmented from the rest of the network. Production environments only have limited external access to enable customers to use our web interfaces and other services. In addition, Amplify uses firewalls to ensure that development servers have no access to production environments.
Other measures that Amplify takes to secure its operational environment include system monitoring to detect anomalous activity that could indicate potential attacks and breaches.
Security training
At Amplify, we believe that protecting student data is the responsibility of all employees. We implemented a comprehensive information security awareness training program that all employees undergo upon initial hire, with an annual refresher training. We also provide information security training and annual social engineering tests for specific departments based on role.
6. Reactive security
Monitoring
Intrusion detection and prevention systems (IDS/IPS) are in place to analyze the network device logs, monitor the network and report anomalous activity for appropriate resolution.
Incident response
Amplify maintains a comprehensive Security Incident Response Policy Plan, which sets out roles, responsibilities and procedures for reporting, investigation, containment, remediation and notification of security incidents. Amplify works with reputable firms for incident response and digital forensics support, as well as annual table-top exercises in coordination with cybersecurity experts.
Business Continuity Planning and Disaster Recovery
Amplify maintains a comprehensive Business Continuity Planning and Disaster Recovery Plan (BCP/DR), to guide personnel in procedures to protect against business disruptions caused by an unexpected event. The plans and related operations processes are tested on a semiannual basis, with ensuing operations improvement and remediation work.
7. Compliance
Audits
In addition to penetration testing and other proactive security testing and monitoring outlined above, Amplify undergoes annual SOC 2 Type 2 examinations of controls relevant to security. The examination is formally known as a Type 2 Independent Service Auditor’s Report on Controls Relevant to Security. The most recent examination was conducted by Schellman & Company, LLC and covers the period from April 1, 2024–March 31, 2025. The report states that Amplify’s systems meet the criteria for the security principle and opine on management’s description of the organization’s system and the suitability of the design of controls to protect against unauthorized access, use, or modification.
The Type 2 report also opines on the operating effectiveness of controls over the review period. This means that our auditors confirmed that we have continued to follow established security controls over the period of time of the review.
Certifications
SOC 2: Amplify successfully completed the SOC 2 Type 2 examination of controls relevant to security (see above, under “Audits”).
Privacy
Amplify’s products are built to facilitate district compliance with applicable data privacy laws, including FERPA and state laws related to the collection, access and review and disclosure of student data. Amplify’s Customer Privacy Policy describes the types of information collected and maintained on behalf of our school district customers and limitations on use and sharing of that data.
8. Supporting documentation
In the course of customer security assessment, the following documentation can be provided by Amplify upon customers’ request:
- Penetration Testing Report
- Risk Assessment Report
- SOC 2 Type 2 Report
9. Report a vulnerability
To report a security vulnerability, click here.
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 |
|
| Account Information |
|
| Payment Information |
|
| Information You Submit |
|
| Site Activity Information |
|
| Location Information |
|
| Inferences |
|
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.
Transcripts and additional resources:
Meet Our Guest(s):
Hugh Catts
Hugh Catts, Ph.D., studies the early identification and prevention of reading disabilities. Catts is a former board member of the International Dyslexia Association and former president of the Society for the Scientific Study of Reading. He has received the Samuel T. Orton Award (the International Dyslexia Association’s highest honor) and the Honors of the Association Award from the American Speech-Language-Hearing Association for his career contributions to these disciplines. His current research concerns the early identification of reading and language difficulties and the nature and assessment of reading comprehension problems.
Sharon Vaughn
Sharon Vaughn, Ph.D., serves as the Manuel J. Justiz Endowed Chair in Education and the Executive Director of the Meadows Center for Preventing Educational Risk, an organized research unit that she founded with a Make-A-Wish gift the Meadows Foundation family. She’s the recipient of numerous awards, including the University of Texas Distinguished Faculty and Research Award (which she was the first woman to receive), the Council for Exceptional Children (CEC) Special Education Research Award, the American Educational Research Association’s Special and Inclusive Education Research Distinguished Researcher Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of Learning Disabilities from CEC. She is the author of more than 40 books and 350 research articles, six of which have met the What Works Clearing House Criteria for their intervention reports. She has conducted technical assistance in literacy in more than 10 countries and 30 state Departments of Education and has worked as a literacy consultant on more than 50 technical assistance projects.
Reid Smith
Reid Smith, Ph.D., is an elementary school teacher and curriculum leader at a school in Australia. He holds a doctorate from La Trobe University’s Science of Language and Reading Lab, where his research focused on the contribution of background knowledge to the act of reading. He is also co-CEO of Ochre Education, a not-for-profit organization committed to closing educational gaps by providing teachers with free, high-quality curriculum materials.
Meet our host: Susan Lambert
Susan Lambert is Chief Academic Officer of Literacy at Amplify and host of Science of Reading: The Podcast. Throughout her career, she has focused on creating high-quality learning environments using evidence-based practices. Lambert is a mom of four, a grandma of four, a world traveler, and a collector of stories.
As the host of Science of Reading: The Podcast, Lambert explores the increasing body of scientific research around how reading is best taught. A former classroom teacher, administrator, and curriculum developer, she’s dedicated to turning theory into best practices that educators can put right to use in the classroom, and to showcasing national models of reading instruction excellence.
Quotes
“ For the most part, if we're paying attention, if we can read words efficiently and know what they mean and have background knowledge, it yields comprehension.”
“ Some people say that the purpose of reading is comprehension. It's not the purpose of reading. The purpose of reading is whatever you're comprehending it for.”
”We often forget that an important consideration to comprehending text is actually the text itself. A rigorous, interesting, full-of-rich-information text is going to yield a different kind of interaction between the reader than something that is super easy, or a text that might be patterned, or what we might call a leveled text.”
“[There’s] a strong literature base that tells us that one of the differences between poor readers and strong readers is their ability to notice when there are inconsistencies in the text, and have strategies that they can employ to resolve those inconsistencies.”
“This Essentials episode does not answer everything about comprehension. All we're doing here is building a foundation, understanding that comprehension isn't a skill, it's complex.”






