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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Schools That Work| Case Study

Meyer Elementary School

Grades 1-4 | Lexington, MI

Creating Personalized Learning for All Students

Meyer Elementary brings small-group learning and individualized instruction into the classroom to meet students at their learning ability and support their academic success and social-emotional development.
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What This School Is Achieving

Teacher sitting at a table with her students working with a young boy

Meyer Elementary, a public 1-4 school in Lexington, Michigan, supports their students to meet their potential academically and emotionally by fostering a learning environment specific to their needs.

  • 2013 Title I Distinguished School
  • 4th year in top 5% of Top-to-Bottom list for high academic achievement in Michigan
  • 5th year as a Beating the Odds School, outperforming demographically similar schools
Teacher sitting at a table with her students working with a young boy

How They Do It

Response to Intervention: Collaborating to Target Instruction

Response to Intervention: Meeting Students at Their Learning Ability

Meyer Elementary School's Response to Intervention practice has contributed to their ranking in the top five percent of all Michigan schools.

1 4,109 12,273 views
Tech Literacy: Exploring Tools Through Content

Tech Literacy: Making It Relevant Through Content Learning

Teaching technology at Meyer Elementary School goes beyond showing kids how to use email and apps. It gives students a context for learning technology through subject areas, making all learning more relevant.

16 1,384 9,249 views

Comments (1) Sign in or register to comment

Joe Chierotti's picture
Joe Chierotti
Grad Student at CU + Internet Marketer, SEO and ORM Consultant.

Thus far I've been very happy with the success of the trend to personalize classroom education. Adopting a more personalized approach to education has the potential to revolutionize the way kids learn and the quality of education that each child receives.

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