A.C.C.E.S.S. Gives is the philanthropic arm of the A.C.C.E.S.S. Literacy Framework™. As the giving arm of the A.C.C.E.S.S. Literacy Framework™, it carries the Framework directly to the classrooms and educators who need it most but can least afford it, through training scholarships, free materials for Title I schools, and direct classroom grants.
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.
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.
