Better Mathematics Support Starts With Understanding the Struggle.
Brontide Educational Services helps schools, districts, and families better understand what is underneath mathematics difficulty—and build stronger pathways forward.
My work is especially focused on students who struggle in mathematics, including students receiving intervention, students with disabilities, and students whose confidence or mathematical identity has been damaged by years of frustration.
I work with schools that want more than a one-time presentation.
The strongest work happens over time: looking closely at student thinking, strengthening core instruction, improving intervention, supporting teachers, and helping teams build systems that make sense for the students they actually serve.
Intensive Mathematics Coaching for Schools
Brontide partners with schools and districts to strengthen mathematics instruction across Tier 1, Tier 2, and Tier 3.
Coaching can include classroom observation, teacher coaching, student-work analysis, intervention review, team problem-solving, professional learning, and leadership support.
The work is collaborative and customized. We begin with your students, your teachers, your current systems, and the questions your team is already asking.
Strengthening Core Mathematics Instruction
Support teachers in building stronger conceptual understanding, mathematical reasoning, representation, and coherence within everyday instruction.
Possible areas of focus include:
- Connecting conceptual understanding and procedural fluency
- Using representations strategically
- Strengthening mathematical discourse and reasoning
- Identifying where students are making sense—and where connections are breaking down
- Supporting student mathematical identity and belonging
- Reducing the number of students who require intervention by strengthening Tier 1
Tier 2 & Tier 3 Mathematics Intervention
Help teams move beyond “more practice” and identify the mathematics that is most likely to move a student forward.
This work may include:
- Analyzing student thinking and unfinished learning
- Identifying high-leverage or pivotal mathematical understandings
- Designing stronger intervention lessons and routines
- Connecting intervention to grade-level mathematics
- Using progress monitoring that tells us more than whether a student can repeat a practiced procedure
- Looking for transfer, not just short-term accuracy
- Building coherent decision-making processes for intensifying or adjusting support
Mathematics and Special Education
Support special educators and multidisciplinary teams in making mathematics goals and services more instructionally useful.
Areas of support may include:
- Connecting evaluation evidence to mathematics needs
- Strengthening mathematics PLAAFPs and IEP goals
- Designing specially designed instruction in mathematics
- Connecting IEP goals, intervention, and grade-level learning
- Choosing meaningful progress-monitoring measures
- Helping teams distinguish conceptual barriers from procedural errors
- Supporting collaboration between general education, intervention, and special education
Schoolwide Mathematics Systems
Sometimes the problem is bigger than one lesson or one intervention.
Brontide can work with leadership teams to examine the systems surrounding mathematics instruction and support, including:
- Tiered support structures
- Intervention scheduling
- Decision rules
- Team roles
- Curriculum coherence
- Assessment use
- Professional learning priorities
- Collaboration between general education, intervention, and special education
- Building a shared understanding of what high-quality mathematics support looks like
What Coaching Can Look Like
Brontide engagements can be designed around the needs of an individual school or district.
A partnership might include a combination of:
- On-site or virtual coaching
- Classroom observations
- Teacher or interventionist coaching cycles
- Student-work and data review
- Team planning meetings
- Professional learning sessions
- Leadership consultation
- Resource and intervention review
- Follow-up support between visits
The goal is not to leave behind a binder.
The goal is to help your team develop the knowledge, habits, systems, and confidence to continue improving mathematics instruction after the engagement ends.
Speaking & Professional Learning
Speaking and professional learning can stand alone, but they can also serve as the starting point for deeper coaching work.
From Quiet Struggle to Striking Clarity
What’s really underneath math difficulty?
When students struggle in mathematics, the answer is not always more practice, more repetition, or a simpler worksheet.
This session helps educators look beneath student performance to identify the concepts, relationships, representations, and reasoning that may be getting in the way. Participants explore how conceptual understanding, mathematical identity, and instructional choices interact—and how small shifts in teaching can help students move from confusion toward genuine understanding.
Math Is a Gatekeeper
Helping students see themselves as capable mathematicians
Mathematics can open doors—or quietly close them.
This session examines the long-term impact of students deciding they are “not math people” and the role educators play in shaping mathematical identity, belonging, confidence, and access to future opportunities.
Participants consider practical ways to create mathematics environments where students feel safe enough to think, struggle productively, make mistakes, and begin to see themselves as capable mathematicians.
Stop Chasing Gaps
Find the mathematics that will move students forward
Students who struggle often have years of unfinished learning, and trying to remediate every missing skill can leave both teachers and students overwhelmed.
This session offers a different way to think about intervention: identifying the high-leverage mathematical understandings that unlock future learning.
Participants explore how student thinking, representations, learning progressions, and recurring mathematical ideas can help determine what matters most now—and how intervention can reconnect students to grade-level mathematics instead of trapping them in endless remediation.
Family & Community Workshops
Brontide also offers workshops and learning experiences for families and community groups.
These sessions help families understand how mathematical reasoning develops, how to support children without turning home into another classroom, and how to ask better questions when a child is struggling in mathematics.
Family-facing work may include:
- Everyday mathematics conversations
- Supporting mathematical reasoning at home
- Understanding how children develop number sense
- Helping families understand mathematics intervention
- Understanding mathematics IEP goals and progress
- Building confidence around supporting children in mathematics
Start a Conversation
Every school and community is different.
If your team is asking questions like:
Why are so many students struggling?
Why isn’t our intervention producing transfer?
How do we strengthen mathematics support without adding another program?
How do we help teachers understand what students are actually missing?
How do we better connect Tier 1, intervention, and special education?
Those are exactly the kinds of questions I want to work on with you.
