How we build inclusive, high-quality programs
At ¼â½ÐÊÓƵapp, we support teachers in delivering inspiring, impactful lessons that celebrate and develop the thinking of all their ¼â½ÐÊÓƵapp. We build our inclusive, high-quality programs by partnering with editorial and accessibility experts.
Editorial
¼â½ÐÊÓƵapp has a dedicated Editorial Team that partners with product teams, subject matter experts, and an internal advisory Editorial Board to ensure that our products meet ¼â½ÐÊÓƵapp’s high standards for quality and embody our purpose and commitment. Through multiple rounds of product review, the Editorial Team coordinates input from internal and external experts and advisors to ensure that ¼â½ÐÊÓƵapp’s materials are engaging, rigorous, and accurate. The Editorial Team also makes certain that all materials are age-appropriate for ¼â½ÐÊÓƵapp and align with current or pending state, district, and other policies.
Our approach to accessibility
¼â½ÐÊÓƵapp creates products that serve the needs of all learners, including those with disabilities. We refine our practices regularly and incorporate feedback from our users and accessibility experts.
¼â½ÐÊÓƵapp works with third-party experts in digital accessibility to help ensure that we build and maintain our products in accordance with the latest Web Content Accessibility Guidelines (WCAG) and other relevant legal requirements. How we do it:
- Integrated accessibility practices: We embed accessibility considerations into our product development lifecycles. We also implement training and vendor management programs that support compliance with applicable standards, guidelines, and best practices.
- Structured, accessible content: We create well-structured, easily navigable content that meets diverse user needs, including clear, readable text, properly labeled multimedia, and logical organization of information.
- Development and testing for accessibility: We work with third-party experts to conduct assessments against accessibility standards and develop remediation plans if deficiencies are identified. Our internal quality assurance protocols include scenarios that test functionality for users with disabilities.
- Comprehensive training and support: We provide continuous training and resources for team members involved in developing our products to help them understand and implement accessibility requirements. This includes training on the latest WCAG guidelines and updates on industry and legal standards.
- Inclusive design patterns: We prioritize accessible design patterns to create interfaces that are intuitive for users.
In addition, all student-facing print components are available in the National Instructional Materials Access Center (NIMAC) database, and all student-facing PDFs in ¼â½ÐÊÓƵapp curriculum are formatted to be compatible with screen readers.
If you want to provide feedback about the accessibility of ¼â½ÐÊÓƵapp’s products or this website, or if you want to discuss accommodations to help you use our products or this website, please contact help@amplify.com or +1 (800) 823-1969 (hours: 7 a.m.–7 p.m. ET).
Learn more about the impact of our programs.
´¡³¾±è±ô¾±´Ú²â’²õÌýhigh-quality programs benefit millions of ¼â½ÐÊÓƵapp every day using methods that are evidence-based, ESSA-aligned, and showing efficacy in a variety of contexts. Read more about our programs in the following case study and report.
Case study: Making an impact with Aldine ISD
Aldine Independent School District serves 62,000 ¼â½ÐÊÓƵapp in Texas. Forty-two percent are English language learners, and more than 90 percent are economically disadvantaged. After two years of using ¼â½ÐÊÓƵapp’s early literacy suite, the number of Aldine ISD elementary ¼â½ÐÊÓƵapp reading at or above grade level rose from 30 percent to 50 percent.
Report: Advancing Spanish literacy with Boost Lectura
Boost Lectura is proven to support Spanish literacy skills critical for reading development. Students who used Boost Lectura for 30–45 minutes a week outperformed their peers on universal screening assessments of Spanish literacy across grades K–2—and were more likely to meet or exceed benchmarks by the middle of the school year.