Fox Curriculum
What you can hire this practice to do.
Four services. Each one is built backward from what a learner has to be able to do at the end, and each one closes with a check on whether the design did what it claimed. Everything is handed over in a form your own team can run and revise without me.
Four services, one question underneath
Did the design do what it claimed? That question decides what gets written first (the exit check), what gets handed over (the documentation to run the work without me), and how the work is judged (against evidence rather than a satisfaction survey). Each service has its own page with what it is, who it is for, what I do, and what you get.
Full courses, units, and short programs built from the outcome backward: course maps, scope and sequence, unit and lesson architecture, and alignment to the standards the course has to answer to. For publishers and edtech teams building what schools will use, and for schools adding a course from nothing. Includes the approval package when a course needs one.
Read about this service →Rubrics, scaffolds, scoring guides, and performance tasks that measure what a course claims to teach, and audits that find out where existing material does not. Includes evaluation plans and small studies with the evidence standard set before the data arrives. For anyone who has a course and a test and is not certain they describe the same thing.
Read about this service →Advising and design for teams putting AI into learning products, and for districts, county offices, and schools deciding what their teachers and students may use. The constraint underneath all of it: a tool built for learning has to require the thinking rather than perform it. Includes vetting instruments, usage policy, and the study design to check whether reported gains are real.
Read about this service →Sessions for teachers and other adults, designed and handed over as materials your own people deliver, delivered live by me, or delivered online. Built the way a course is built: one outcome per session, the exit check written first, and a facilitator guide specific enough that someone who was not in the design meeting can run it.
Read about this service →
As the landscape of education changes and you shift with it, Fox Curriculum builds work you can reshape with your own hands.
Five things you can check on handover day
Durability is a claim about the future, and nobody can check it today. These five can be checked the day the work is handed over, and they are what produce it. Every engagement, in every service, is held to them.
Documented
- Somebody who was not in the room can pick the work up and continue it. The reasoning behind each design decision is written down next to the decision.
Modular
- One unit, one rubric, one module changes without the rest breaking. A standards revision becomes an edit rather than a rewrite.
Handed over
- You own it, you can run it, and it does not depend on me to stay alive. Handover includes the guide, not only the materials.
No fragile dependencies
- Nothing load-bearing sits on a tool, platform, or vendor the work does not control. Where a product has to, the dependency is named in the scope and the exit is written down.
Plain formats
- Open and readable beats proprietary and convenient. Documents arrive in formats your team already uses, and the source files come with them.
Where the work comes from
Ten years teaching grades 6 through 12, most of it AP History: AP World History, AP United States History, and AP European History, alongside AP Psychology, United States Government, literature, and the performing arts. Two years advising adult graduate students through degree progressions. Ten courses designed from nothing, one of them carried through University of California a-g review. Doctoral research in curriculum and instruction, now in the dissertation phase, on why the same course taught by the same instructor produces different results in different years.
Standards and frameworks I have aligned work to: College Board course and exam descriptions, California Visual and Performing Arts standards, Common Core State Standards for ELA and Literacy in History/Social Studies, the C3 Framework for Social Studies State Standards (National Council for the Social Studies), Universal Design for Learning (CAST), and the University of California a-g course criteria. If your work answers to a standard not on this list, I read it before I quote the work.
What I will say in the first conversation
My design work has been secondary and adult. Elementary work has been in the performing arts. I have not built a course in mathematics or the sciences, and I will not claim one. If your project sits outside the range, I will say so at discovery rather than after the scope is signed.
I do not build the AI model or the software, and I do not give legal opinions on student data privacy. I design what a tool has to require of a learner, check whether it does, and route legal questions to counsel.
How engagements work
The same four steps in every service. The scope names what each one produces for your project.
Discovery
- One conversation. You bring what you are building, who it is for, the timeline, and whatever already exists, even if that is nothing. I bring questions. We find out whether the work is a fit before anyone commits, and I will say so if it is not.
Scope
- A written scope with the outcome named, the pieces listed, the standards the work answers to, and the shape agreed: a fixed project, a retainer, or a day rate. Nothing starts until the scope is one you would defend to your own team.
Build
- Work in reviewable stages. You see a working draft at each stage rather than a finished product at the end. The exit check is written before the content, so the content cannot wander from what it was supposed to teach.
Handover
- Everything delivered in the formats your team will use, with the documentation to run and revise it without me. Where it helps, a short follow-up window for questions once the work is in use.
Tell me what you are building.
Courses, assessments, a product that has to teach something. Send what you have and I will tell you what it needs.
Start a project →