Students and their parents come from varying backgrounds. I successfully turned “cookie-cutter” curriculums into successful learning experiences.

I designed ways to reach all my students and support them through qualitative and quantitative data to understand their needs. This included looking into what kind of supports were designed within lessons for students with disabilities.

I design with accessibility in mind because access to learning experiences was the metrics that I lived by. Accessibility was thought of throughout lessons, including how I communicated with families and supported them.

In Education, there is the Universal Design for Learning process. It is the planning process that goes into a lesson to think of the supports needed for a student to gain mastery of a learning goal.

That process required me to think of multiple ways that success can be defined along with the milestones along the journey.

When designing services, I think about the micro and macro-level interactions between users and their experiences

In Education, I led teams through a constant iteration process of Plan -> Teach -> Reflect -> Analyze -> Plan weekly to understand trends in data patterns and design services that supported continual growth. That constant iteration process proved invaluable during COVID-19 when I started designing online educational experiences.

Leading teams through cycles of inquiries and designing online learning solutions made me extremely comfortable with the human-centered design process and utilizing those principles in designing solutions for you.