Jenna Richard

Jenna Richard specializes in math education, educator development, and effective instructional strategies. With over a decade of experience, she supports educators and education leaders in implementing evidence-based practices and interventions within Multi-Tiered System of Supports, specially designed instruction, and data-based individualization (DBI). 

With more than 10 years of experience leveraging DBI, Richard guides both general and special educators in adapting and individualizing instruction to meet the needs of diverse learner populations. Her efforts consistently center on system level and instructional coaching, needs assessment, and capacity building to ensure all students have access to high-quality curriculum and support.

Richard's work focuses on bridging the gap between research and classroom practice. She leads implementation teams, delivers professional learning, and provides system-level coaching to help states, districts, and schools identify growth opportunities and set strategic goals for building capacity in accessible, high-quality math instruction. Her expertise includes designing, delivering, and evaluating intensive interventions for K–8 students—including those with specialized learning plans—using data-based decision-making.

As project director for Fuchs Tutoring Professional Learning at AIR, Richard has experience and knowledge related to the Fuchs Research Group Programs Math PALS, Pirate Math, Fraction Faceoff!/Super Solver, and Reading Peer Assisted Learning (PALS). Her experience ranges from implementation as an interventionist, a district coach supporting others with implementation, to now director of the entire suite of professional learning supporting bringing these evidence based tutoring, intervention, and classwide interventions into schools and districts across the county and Canada.

As implementation lead for the IES-funded LEARN MATH: CFI+PALS project, Richard co-developed a decision-making tool that empowers educators to use data for differentiating math instruction in peer-mediated learning environments. She played a key role in refining and integrating this tool into classrooms through iterative cycles of professional learning, coaching, and feedback.