How Meadowpaths works
Turning a full picture of each learner into personalized learning experiences.
Stage 1
Gather learner information
- Hospital recordsif available, with family consent
- Parent observationshome learning, behavior, strengths
- Teacher recordsgrades, feedback, assessments
- Special ed & tutor inputaccommodations, strategies
- Student inputinterests, preferences, feedback
- Language informationfirst language, proficiency
Stage 2
Create a unified learner profile
- Learning level & skills
- Strengths
- Knowledge gaps
- Interestse.g. sports, art, music
- Supports & accommodations
Stage 3
Apply evidence-based learning research
- Proven learning strategiese.g. retrieval practice, scaffolding
- Grade-level standardse.g. Common Core
- Teacher goalsclass and individual
Stage 4
Generate personalized learning activities
- Interactive games
- Podcasts & audio lessons
- Practice activitiesadaptive and targeted
- At-home activitieswith family
A continuous learning loop
Student progress and feedback update the learner profile over time, so learning stays personalized and effective.
An example
Three Grade 3 learners, one math goal. Switch learners to see how each stage changes.
Stage 1 · Gather learner information
Bring together what people already know
Each source adds a piece of the picture. Only information that helps learning is added, and sensitive records only with family consent.
Hospital records
Autism diagnosis summary, shared with family consent
Parent observations
“He memorizes train timetables, but word problems make him freeze.”
Teacher records
Knows his 2s, 5s, and 10s facts; 1 of 5 word problems solved with the right operation
Special ed & tutor input
Visual organizers; explicit step-by-step modeling
Student input
Trains, subway maps, timetables
Language information
English at home and at school
Stage 2 · Create a unified learner profile
One clear picture of Leo
Meadowpaths combines those sources into a single profile that teachers can check and correct.
Leo
Grade 3 · learner profile
- Learning level & skills
- Grade 3. Strong with facts and skip counting, above grade level
- Strengths
- Fast, accurate skip counting and fact recall
- Knowledge gaps
- Knowing when a word problem calls for multiplication
- Interests
- Trains and transportation
- Supports & accommodations
- Visual organizers; explicit modeling of new skills
Stage 3 · Apply evidence-based learning research
Match the need to what works
The profile is paired with proven strategies, the grade-level standard, and the teacher’s goal.
Proven strategy
Teach the problem’s structure with a diagram
Shows Leo how to spot equal groups in a situation, building on facts he already knows.
Grade-level standard
Common Core 3.OA.A.1 & 3.OA.A.3
Interpret products as equal groups; use multiplication to solve word problems.
Teacher goal · shared by all three
Solve multiplication word problems using equal groups and arrays
Stage 4 · Generate personalized learning activities
Activities made for Leo
The teacher reviews and approves everything before Leo sees it. Try the practice activity.
Leo’s screen · Grade 3
MultiplicationThe Morning Express
The Morning Express has 5 cars. Each car carries 6 passengers.
Number of groups
How many train cars?
Size of each group
How many in each car?
Total
How many passengers?
Interactive game
Station Sorter: decide if each train problem is equal groups or not, then solve the equal-groups ones.
Podcast & audio lesson
A short podcast where the narrator thinks out loud: How many groups? How many in each? Multiply.
At-home activity
On a bus or train ride, count cars and seats together and make up a multiplication story.
The learning loop
Progress flows back into the profile
Each activity becomes new evidence, so the next one fits even better.
01
What happened
Chose multiplication for 4 of 5 problems with the diagram; explained one in his own words.
02
Profile update
Profile now shows word-problem reasoning is developing with support.
03
Next activity
Fade the diagram to a sentence starter, then try mixed problems without it.
Side by side
Same goal, different paths
| Component | Maya | Leo | Sophie |
|---|---|---|---|
| Same goal | Multiplication word problems | Multiplication word problems | Multiplication word problems |
| Main barrier | Reading the problem | Knowing when to multiply | Seeing equal groups |
| Strategy | Read-aloud + math-word preview | Problem-structure diagram | Concrete → pictures → numbers |
| Problem theme | Dinosaurs | Trains | Space |