Curriculum Architecture
Performance Mapping • Standards Alignment

DPD Framework Learning Architecture

Project Context
I translated more than 250 pages of proprietary source material into a coherent workplace curriculum focused on persona dexterity, collaborative performance, and aligned communication.
Performance Focus
Learners apply humility, respect, and trust; recognize personas in themselves and others; resolve collaboration friction; facilitate the six phase cycle; and extend their persona range. The progression moves from self awareness to cross functional application and a real team intervention and coordinated action.

Design Strategy
Using backward design and AI assisted analysis, I sequenced learning from shared values and self awareness to team dynamics, structured collaboration, and workplace application. Each outcome was mapped to practice, assessment, and evidence from introduction through mastery.

Learner Experience
A narrative driven haunted corporate office brings the framework to life as learners confront featured Persona Busters, diagnose collaboration breakdowns, and choose strategies that move the team forward.
Reflection & Iteration
A competency matrix with scaffolded gates, performance tasks, and evaluation touchpoints hat could be adapted across future certification content while supporting scalable implementation and evidence-informed iteration.

Translating Evidence into Instructional Action: K-8 MTSS

Project Context
Grounded in my Grades 1–8 assessment analysis, dashboard development, and Grades 4–8 mathematics intervention work, this interactive exemplar demonstrates how multiple measures can inform planning across multiage classrooms. The intervention cohort recorded a documented average 12-point NWEA MAP Growth RIT gain from fall to winter; the dashboard uses synthetic records to protect learner privacy and make the decision process visible.

Assessment Synthesis & Decision Support
Two coordinated views translate assessment evidence into instructional action: a Grades 4–8 MAP Growth and Quantile analysis, followed by a K–8 synthesis of MAP, SC READY, F&P, and WIDA data. Each source retains its purpose, scale, and grade eligibility. Embedded definitions and provisional MTSS flags help educators review Tier 1 instruction, identify potential support needs, and determine what classroom and progress-monitoring evidence to examine next.

Reflection & Iteration
Iterative review corrected grade eligibility, replaced a generic seasonal benchmark with grade-specific NWEA norms, clarified assessment labels, and distinguished provisional support flags from formal MTSS placement. The resulting dashboard demonstrates assessment literacy, responsible cross-source interpretation, and evidence-informed instructional planning without reducing learners to a single score.