The A.C.C.E.S.S. Literacy Framework™ is a research-based instructional system I developed to help teachers make rigorous literacy instruction accessible for diverse learners—especially students receiving Special Education services and English Language Learners. The framework guides teachers through a clear instructional sequence that activates background knowledge, supports vocabulary development, breaks complex texts into manageable steps, and builds students’ ability to analyze and respond with evidence.
This AI tool, AI SPED Inclusion Accommodations Weekly Monitoring Generator, addresses a real need that many SPED teachers face every week: documenting how accommodations were implemented, not simply listing them.
A complete, interactive Assignment Translator & Scaffold Generator web application. It takes complex grade-level instructions and instantly simplifies them across 4 WIDA Proficiency Levels, generates Formative (2-tier) and Summative (3-tier) assessment rubrics, and includes multilingual self-reflection prompts.
A complete, interactive Lesson Scaffold & Assessment Generator web application. It combines automated lesson scaffolding (vocabulary, sentence frames, visuals, graphic organizers, small-group strategies, and extensions) with a built-in WIDA-aligned Rubric & Self-Reflection Generator.
The A.C.C.E.S.S. Literacy Framework (Activate, Clarify, Chunk, Engage, Support, Synthesize) is a six-step instructional sequence built for multilingual learners and students with disabilities — and the Human-Centered AI Teaching Continuum is the guardrail that keeps AI in a supporting role instead of a driving one. Used together, they don’t just make lessons “accessible.” They make grade-level rigor reachable, without lowering the bar. Grab the ready-made version at the end if you’d rather skip straight to implementation.
A complete, interactive ELL Rubric Generator system. It includes a ready-to-run web-based generator tool (HTML/JS) you can save and run in any browser, along with pre-designed templates aligned with WIDA Can-Do Descriptors, visual emoji supports, and multilingual self-reflection prompts.
A.C.C.E.S.S. Gives funds three things — training scholarships, free classroom materials for Title I schools, and direct micro-grants — so bilingual and special education teachers stop paying out of pocket for tools their dually-identified students need right now. It’s already supported 205 teachers and an estimated 4,150 students across five countries. You can apply, check Title I eligibility, or just grab the free starter resources today.
A literacy framework sitting in one classroom helps a handful of kids. The same framework, adapted and tested across different countries and contexts by a community of teachers, has the potential to shift outcomes for multilingual and neurodivergent learners at scale. That’s the vision behind building this out as a global community of practice, not a one-off resource.
Most schools buy the AI tool first and figure out the training later — or never. The research is blunt about this: adoption is climbing, but professional development isn’t keeping pace, and that gap is exactly where good intentions go to die. Empower the teachers first. The tool comes second.
A special friend of mine sent me this book last week, Leading for Refugees and Newcomers: Cases for K–12 Educators. The kind you put down after a chapter and just… sit with. I haven’t finished it yet. Well, I haven’t even got into the middle of the chapters. But I sat with the first two … Read more
As a Special Education and English Learner teacher, I used this lesson with students who struggle with reading comprehension and written expression at my Washington DC school. In my role as the Digital Literacy Academy lead, I often see students who are essentially “information-blind” when they look at a complex page of text. For a … Read more
