What I Do
Good content is designed to speak to specific humans.
You need someone who understands that a style guide isn't a strategy, and that plugging the right key words into a template doesn't create a connection. Your content should do more than just check off basic requirements boxes. That's where I come in. Your audience deserves more than content that hits all the beats but isn't aligned to their needs.
I manage end-to-end development from strategy to delivery.
That means needs analysis, requirements synthesis, content development, QA and revision, and client iteration through final approval.
I analyze and fill content gaps to address new requirements.
That means auditing existing content, identifying what's missing or outdated, and developing new material to meet current standards.
I tailor language to make it sing for a specific audience.
This means adjusting reading level, localizing content, structuring for ELL accessibility, and aligning tone and voice to the audience.
Featured Project: AP Human Geography
Rigor doesn't have to leave behind students who need help with executive functioning. Supporting learners with test-taking strategies, study methods, and attention to their social-emotional needs allows students with constraints to succeed in studying AP courses.
I developed this course as a prototype to show what's possible in accommodating a wider range of learners. The scope goes beyond content coverage and practice exam questions to include a focus on building executive functioning and exam success skills.
Good structure makes the constraints invisible.
You need a course that works for learners, not just one that satisfies a requirements checklist. Your learners deserve more than content dumped into units with no clear path forward. That's where I come in. Good structure guides learners from understanding to mastery, making visible the connections between what they know and what they can do.
I translate complex requirements into a coherent plan.
That means competitive analysis, audience research, and examining standards across multiple states to define what the course needs to do.
I build scopes and sequence from the ground up.
That means designing unit and lesson structure, determining content coverage, and making pacing decisions that work for real learners.
I design scaffolding that builds toward mastery.
That means aligning lesson objectives to unit goals, unit goals to course objectives, and anticipating learner needs as complexity increases.
Featured Project: Edmentum Ethnic Studies
Building a nationally viable Ethnic Studies course requires synthesizing frameworks, state requirements, and development guidelines into a structure that works seamlessly.
I led scope and sequence development for Edmentum's new national Ethnic Studies course. I researched existing course offerings, interpreted requirements across multiple states into a flexible framework, and integrated SEL and learning design principles into the structure and content.
Good user experiences require editing beyond spell check.
You need more than just a proofread for misplaced commas and misused homophones. Your content should reach learners where they are, whether that means adjusting reading level, restructuring for ELL/MLL accessibility, or catching cultural assumptions that don't translate. Technically correct content that doesn't land with its audience isn't doing its job. That's where I come in.
I adapt content for language level and accessibility.
That means adjusting reading level, restructuring syntax for ELLs and MLLs, and ensuring content is accessible without being oversimplified.
I review for cultural sensitivity and localization.
That means identifying U.S.-centric assumptions, adapting content for international markets, and balancing accessibility with regional appropriateness.
I conduct quality audits that catch systemic issues.
That means course-level reviews that identify patterns of inconsistency, alignment gaps, and recurring errors rather than just one-off fixes.
Featured Project: Language Level Adaptation
Adapting technical content for different audiences requires more than vocabulary swaps. It means rethinking analogies, sentence structure, and assumed knowledge for each reading level.
Poor adaptation risks alienating your audience. Too simplified feels condescending, while too academic feels inaccessible. Imprecise word choice can introduce inaccuracies or vague statements that obscure meaning. I draw upon more than 10 years of experience adjusting language to simplify without losing content depth or voice.
Let's tailor language about AI hallucinations for different audiences.
Sometimes AI says things that are not true. AI is like a student who always wants to answer, but does not always know the correct answer. The AI sounds very sure. But the AI can still be wrong.
Good quality requires an expert eye for accuracy.
You need content that holds up when someone who knows the subject looks closely. Generalist editors catch grammar errors and missed style guide rules. Subject matter experts catch the granular details and nuanced connotations that impact meaning. The difference matters when your content is your brand. That's where I come in.
I catch errors that generalist reviewers miss.
That means identifying factual inaccuracies, misattributed quotes, and hallucinated details that sound plausible but don't hold up to verification.
I review standards alignment and map curriculum.
That means reviewing K-12 ELA and Social Studies content for standards alignment, writing alignment justifications for external reviewers, and mapping existing curriculum to standards frameworks.
I develop bespoke samples for proposals and bids.
That means creating original content aligned to proposal specifications that demonstrates capability and fit for B2B opportunities.
I design professional development and training.
That means analyzing needs and creating workshops, presentations, and slide decks that build practical skills for real workflows.
Featured Project: Working Smarter with Claude
Integrating AI tools into workflows requires understanding the constraints. Usage limits and model behavior can have major impacts on how teams incorporate generative AI models into their processes.
I designed this professional development deck to help introduce colleagues to some best practices for using Claude AI. It focuses on teaching users with varying degrees of AI familiarity strategies for getting better results while using fewer tokens.
