Agenda Item
g. Purchase of Amira Tutor, Supplemental High-Dosage Tutoring (Not to exceed $600,000)
Summary: Presented by: Ms. Stacy E. Stepney, Chief Academic Officer, Division of Curriculum and Instruction
Request: It is requested that the Board of Education approve the purchase of Amira Tutor, a high-dosage, research-based tutoring program to support foundational reading skills, fluency, and reading comprehension development in kindergarten through third grade, in an amount not to exceed $600,000.
Why: The DeKalb County School District (DCSD) administers the Northwest Evaluation Association Measure of Academic Progress (MAP) three times per year. The 2025 spring MAP Fluency data results in the areas of phonics and word recognition are as follows:
Phonics and Word Recognition
Grade
Below Expectation
Approaching Expectation
Meets Expectation
Exceeds Expectation
Kindergarten
27%
16%
25%
32%
First
52%
46%
2%
0%
Second
96%
0%
4%
0%
Third
95%
0%
5%
0%
Amira ISIP is the Georgia Department of Education’s approved reading and dyslexia screener provided to local school districts at no cost. The District is seeking to adopt and purchase Amira Tutor, a supplemental tutoring program that algins directly to the Amira Assess. Amira Tutor will provide high-dosage, evidence-based, AI-guided, 1:1 tutoring to support teaching and learning. Real-time micro interventions are individualized and use research-based techniques and explicit decoding strategies to enhance foundational reading skills.
Pursuant to Board Policy DJE (III.D.3.g.2), the purchase of Amira Tutor does not require a competitive bid because it meets the policy definition of supplemental resources needed for instruction. In addition, Amira Tutor was evaluated and selected by qualified professional personnel based on sound pedagogical judgment and in the school district’s best interest.
Details: Amira ISIP provides a comprehensive and culturally responsive assessment system that evaluates key early literacy components such as phonological awareness, decoding, fluency, and comprehension-many of which can be completed in 15-20 minutes. The voice-enabled technology listens as students read aloud, detects errors with high reliability and validity, and generates actionable data reports that support differentiated instruction and early identification of reading difficulties, including dyslexia risk.
Amira acts in three essential roles: a dyslexia screener and diagnostic tool, a skilled instructional assistant, and a personalized reading coach. These roles are particularly valuable for early learners who benefit from responsive, individualized practice grounded in the science of reading.
For educators, Amira Tutor enhances classroom efficiency by allowing small group, whole group, or individual support by delivering immediate feedback through an AI-powered 1:1 tutor. For students, Amira Tutor fosters independence and engagement through interactive read-aloud experiences and real-time positive reinforcement. This tool is especially effective for supporting diverse learners thanks to its universal design features and multilingual sensitivity.
Overall, Amira Tutor empowers K-3 teachers with the data and tools needed to deliver responsive instruction, monitor progress, and close early literacy gaps, making it an asset in building foundational reading proficiency across all student groups. The selection of the Amira Tutor followed a two-round review process:
Round 1 (March 17, 2025): The five GADOE approved vendors presented their universal reading and dyslexia screener in person. A total of 15 participants attended, including central office coordinators, directors, assistant superintendents, and chiefs. Participants provided structured feedback and posed questions regarding instructional design, alignment with science of reading, and support for differentiated instruction of each resource.
Round 2 (April 3, 2025): Vendors addressed specific questions that arose in Round 1.
Financial impact: The total contract amount will not exceed $600,000.
120.2100.553200.26021.7210.1613.8010.035.2025
GEER II Dyslexia
Communication-Web Subscription
100-1000-553200-00011-7580-9990-8010-035-000
Communication-Web Subscription
100-2220-530000-00011-7580-9990-8010-035-0000
Purchased Professional/Technical Services
Contact: Ms. Stacy E. Stepney, Chief Academic Officer, Division of Curriculum & Instruction, 678-676-0731
Dr. Sean R. Tartt, Deputy Chief Academic Officer, Division of Curriculum & Instruction, 678-676-0731
Dr. Penny Mosley, Assistant Superintendent K-5 Curriculum & Instruction, Division of Curriculum & Instruction, 678-676-0137
Dr. Lynn Angus Ramos, Director, Literacy, Division of Curriculum & Instruction, 678-676-0136
Mrs. Lummie Baker, Director, Educational Media and Instructional Materials, Division of Curriculum & Instruction, 678-676-2421
Effective: July 15, 2025- June 30, 2026
Status: Approved by Office of Legal Affairs
2024
Texas
Efficacy
Research
The Science of Reading + AI = Growth
Efficacy Research
Evidence from Texas
Abstract
To support the Texas Education Association’s (TEA’s) review of
efficacy, Amira worked with Amira-using districts in Texas to
create a sample of using and non-using students. YoY growth in
STAAR score performance was then used to isolate Amira’s
impact.
Amira generated gains that averaged 36 STAAR points per
student. @Dosage students gained roughly 9 Percentile Ranks
compared to non-using peers.
After reviewing the test data, the TEA validated Amira’s impact
by granting one of the few 1416 waivers awarded. Amira’s
accelration takes hold when students work about 15 to 20
minutes a week. Peak effect is achieved via 2-4 short sessions
weekly, consisting of ~30 minutes of Amira-scaffolded practice.
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What Does This Research Prove About Amira’s Efficacy?
When controlling for the initial ability cohort as measured by students’ quartiles at their
2nd grade EOY benchmark assessment, Texas students who used Amira Tutor at the
recommended dosage in 3rd grade significantly outperformed students who did not.
Who Conducted and
Published the Research?
This research was conducted with X Texas
Independent School Districts
by the Amira Research team.
Results were submitted to and reviewed
by the Texas Education Agency as part of
the 1416 Waiver approval.
2
Why is this research consistent with the
Science of Reading?
Decades of research has shown that the most effective instructional method is 1:1
tutoring. The economics of human capital have created the so-called 2 sigma problem.
Students need 1:1 assistance and educators
have had no way to afford providing a personal
tutor.
Working 1:1 with students, Amira brings the
power of individual tutoring to every single
child.
In research conducted by Utah, North Dakota,
Louisiana and in this study for the Texas
Education Agency, Amira has shown the ability
to power accelerated growth rates superior to
human high dossage tutoring programs.
3
What did this study show?
Amira's Reading Suite consisting of Assess, Instruct, and Tutor, has had significant impact on student growth inTexas, as measured by STAAR
scores.
Amira Assess accurately predicts STAAR scores, with a correlation of 0.8 between ISIP 2nd grade EOY scores and 3rd grade EOY STAAR scores.
Amira Instruct improves STAAR scores, with an average gain of 16 points for students using the app at the recommended dosage.
Amira Tutor substantially enhances STAAR performance, with students working more than 30 minutes a week growing with an effect size of .45.
The research conclusively demonstrates that Amira’s Reading Suite predicts STAAR’s results and drives STAAR outcomes. Districts using Assess
will have better information for shaping instruction. Districts using Instruct & Tutor will see better results.
Grade Level Coverage
Subject Product Name Overview (HB 1416 Applicable Usage
Grades)
Amira Learning
15 min
RLA Distributed by video K-6 (4-6)
4x per week
Amira or HMH
HMH Read 20 min
RLA 180 Flex video 3-12 (4-11)
4x per week
IXL Language 30 min
RLA Arts video PK-12 (4-11)
2x per week
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Where Can One Access the Full Study?
The TEA’s review and approval for the HB 1416 waiver is here.
Background is available on the Amira Learning website. You can also reach
out to info@amiralearning.com.
Related Studies
Several other studies support Amira’s impact on literacy growth: Summary & Conclusion
Evaluation and Training Institute (2023): Found Amira The research confirms that Amira generates
significantly outperformed a control group in Utah’s Early growth equivalent to good, human-delivered
Intervention Reading Software Program (Read Report). High Dosage Tutoring.
Mostow et al. (Carnegie Mellon): Demonstrated The 1416 waiver is keyed to the legislative
that AI-powered reading tutors can be as effective requirement to demonstrate HDT-level impact.
as human tutors (Read Study). Amira is now in use at more than 70 Texas
Districts producing gains that meet or exceed
this threshold.
Poulsen et al. (DePaul): Showed Amira’s effectiveness
for bilingual students (Read Study)
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