With choices like “appetizers,” “main courses,” “side dishes,” and “desserts,” students are exploring new ways to engage with their education, one course at a time.

These menus are just one of the ways that personalized learning strategies are helping to transform the way teachers support students at Bush Elementary School, ensuring that each child has the tools and flexibility to succeed at their own pace.

Several Bush Elementary teachers, including Connor, are part of the second cohort of Jamestown Public Schools educators piloting these strategies with consultant Education Elements and are among the first to implement them at the elementary level.

The approach emphasizes reflection and goal setting, targeted instruction, flexible path and pace, and collaboration and creativity. The result has been strategies that create a student-centered approach that fosters engagement, independence, and academic growth.

Bush Elementary School kindergarten teacher Vicky Connor goes over a “learning menu” with one of her students. The menu allows students a choice in how they take in a lesson.

“Personalized learning strategies empower educators to meet students where they are, ensuring that every learner receives the support, challenges, and flexibility they need to succeed,” said Jason Kathman, JPS instructional coach. “By fostering student choice, engagement, and targeted instruction, we create an environment where all students can thrive and take ownership of their learning.”

In kindergarten, the learning menus have allowed Connor to provide students with a structured yet flexible learning experience, allowing students to make choices about how they engage with their learning. While some activities are required to ensure foundational skills are met, students have autonomy in selecting tasks that align with their interests and needs.

“Students move through their learning menus at their own pace, giving them the time they need to process their work,” Connor explained. “Our classroom is like a hive of activity, with different tasks happening simultaneously. The flexibility of learning menus allows me to support students in real-time, whether through reteaching, encouragement, or skill checks.”

Connor has observed that students who struggled with whole group instruction thrive in this environment. Learning menus reduce frustration by tailoring tasks to individual needs while also challenging advanced learners with higher-level goals.

“On the other hand, students that are ready for higher level skills, are working toward their own goals, reducing boredom and downtime,” Connor explained.

First-grade teachers Sophia Walter and Katie Meadows have embraced a flexible path and pace approach to personalized learning, using technology as the conduit to that choice thanks to guidance from JPS technology integration specialists Jeff Kresge and Jason Kathman.

Their classroom structure begins with video lessons that introduce concepts, allowing students to review material as needed. Following a quick check for understanding, students choose from a variety of activities designed to reinforce learning in ways that best suit their interests and strengths.

“This structure enables targeted instruction, as we can pull small groups for additional support or enrichment,” Meadows shared. “It also fosters collaboration and creativity, as students can work together to create their own videos or teach the content to their peers.”

Walter has seen a remarkable shift in student engagement and behavior as a result of this approach.

“Beyond academic growth, we’ve observed significantly fewer behavioral issues because students have the opportunity to choose how they demonstrate their learning,” she said. “By shifting away from whole group instruction to small group instruction with flexible path and pace, we are meeting each student’s individual needs daily.”

Reading teachers Vickie Godfrey and Brooke Andrews have implemented personalized learning in their intervention groups by tailoring instruction to specific student needs. In these groups, students work on skills ranging from phonics to high-frequency words through a combination of teacher-led lessons, technology-based practice, and independent reading and writing activities.

“If you step into our groups, you might see some students working one-on-one with a teacher, while others use an iPad to reinforce their skills,” Godfrey and Andrews noted. “This individualized approach has led to significant growth in reading, as noted in district assessments, and has increased students’ motivation and interest in literacy.”

Godfrey and Andrews appreciate how personalized learning allows them to build engaging, high-expectation instructional practices.

“Looking ahead, we’re excited to continue refining these strategies and seeing how they impact student learning and confidence,” Andrews added.

Bush Elementary’s commitment to personalized learning is not just benefiting students — it’s also fostering professional growth among educators. Principal Kate Benson is proud of how teachers have embraced this shift, not only in their classrooms but also as leaders within the school.

“Personalized learning is transforming the way we support our students, and I’m incredibly proud of the teachers leading the way at Bush Elementary,” Benson said. “They’ve taken on leadership roles, sharing their insights with colleagues and helping to build a culture of continuous learning. Their dedication is creating meaningful, individualized learning experiences for our students.”