It’s 11am on a Tuesday morning, and Mrs. Jeannette Lloyd sits at a table with a small group of students, tackling tricky math problems. You can see the students' self-confidence grow as they begin to understand the challenging concepts.

One-size-fits-all education doesn't work—because no two children are exactly alike. Some quickly grasp math concepts, while others may struggle with reading. Some need a gentle nudge of encouragement, while others benefit from hands-on learning to connect the dots. The best way to help each child reach their full, God-given potential is through individually-customized education, which is best achieved in small groups. That’s where Mrs. Jeannette Lloyd comes in.

As part of the Educational Support Services team for 4th–6th grade, she is a key player on a broader team that includes classroom teachers, two educational support teachers, an advanced learning teacher, and six aides—all working together to meet students' needs.

With an undergraduate degree in Elementary Education and Deaf/Hard of Hearing Education, plus a Master’s in Education and a Learning Behavior Specialist 1 Endorsement, Mrs. Lloyd brings over 20 years of teaching experience to her work. She excels at meeting each child exactly where they are.

“Each student is fearfully and wonderfully made,” Mrs. Lloyd says. “My job is to meet them where they are and help them grow into who God created them to be.”

Instead of a traditional grade-level classroom, Mrs. Lloyd has a smaller space where she spends her days engaging students in dynamic, hands-on learning. She may be huddled with a small group or co-teaching a math lesson with another teacher in a classroom—gently re-teaching a concept while still moving the whole class forward. At times, you may also see her coaching the Math Triathlon team, silently leading the American Sign Language Club, or helping all of the students glorify God through signing songs in weekly chapel.

Through it all—every small win, every challenge met—she points students back to the truth that their identity is rooted in Christ.

And she wouldn’t have it any other way.

As a leader in Biblically-based academic excellence, Timothy regularly welcomes schools looking to explore how Christ-centered, excellence-driven academics can work hand-in-hand.

Individually-Customized Learning

The philosophy of Timothy’s teaching methodology is pretty simple, really. The data proves that students excel when they don’t miss any classroom instruction and receive small-group instruction and individually customized attention—whether they need academic support, enrichment, or extension.

Every elementary school student is placed in a small group for differentiated instruction in reading and math. And every group is fluid, which means students can move in and out of groups—all through data-driven decisions—so they receive individually-customized instruction at exactly the level they need. Core instruction complements small-group instruction, and vice versa. Each provides a solid foundation in essential skills and concepts. While the content may vary between reading and math, the core instruction ensures that all students, regardless of their placement in small groups, receive instruction in key skills.

At Timothy, this is more than just a strategy. It’s our way of providing Christ-centered, excellence-driven, and personalized learning for every student. Every six weeks, Mrs. Lloyd and the Educational Support Services (ESS) team meet with classroom teachers to look at things like reading screeners, MAP scores, and classroom performance. They then regroup students based on what each one needs.

“It’s not about tracking students into stagnant groups based on overall ability,” Mrs. Lloyd says. “It’s about understanding what they need in the moment and responding with care.”

Sometimes a student might need help building confidence in reading comprehension, while another might be ready for a math challenge. And after six weeks, their needs might shift as they grow.

Mrs. Lloyd’s groups are intentionally small—sometimes just one or two students at a time. This creates a close connection where she gets to know their learning styles, favorite books, and even which jokes will make them smile after a tough lesson. Small groups meet three times a week, in addition to regular classroom time, giving students the extra support they need to really thrive.

And the best part? “We serve all students,” she says. “Sometimes it’s helping a new student catch up because of a gap in learning. Other times, it’s pushing a student who’s ready for more.”

The goal is always the same: to help each child take their next steps and grow into their full, God-given potential.

Mrs. Lloyd’s support goes beyond just working with students—she’s also deeply involved in collaborating with classroom teachers and checking in with parents. At Timothy, this collaboration is woven into the very fabric of school culture. Teachers work together, classrooms unite around shared goals, and prayer is just as much a part of the day as lesson plans.

Even in the busyness of it all, Mrs. Lloyd finds purpose in every moment. “I get to walk alongside students in a really personal way,” she says. “But I also get to encourage teachers. Sometimes that means listening. Other times, it’s helping with new strategies or just praying together.”

And it’s not just about academics—Mrs. Lloyd believes deeply in the power of prayer. “We truly stop and pray over each class list and each small group,” she shares. “We don’t see students as numbers—we see them as children created in God’s image.”

Co-Teaching with Purpose

Think of co-teaching as team-teaching with a purpose. It’s when two teachers work together in the same classroom, sharing responsibility for planning, teaching, and supporting students. Instead of one teacher leading the lesson while the other quietly helps a few students, both teachers are actively involved—whether that’s taking turns teaching, splitting the class into small groups, or walking around to offer extra help in the moment.

At Timothy, co-teaching means students get more one-on-one support without leaving the classroom. It also means lessons can be more creative, flexible, and tailored to individual learning styles.

“It’s not just pushing in for support,” Mrs. Lloyd explains. “When I co-teach, I help write the lesson plans and evaluate every part of the lesson with the teacher.”

The beauty of co-teaching is that students receive differentiated instruction right in the classroom. It also allows Mrs. Lloyd to work closely with her teaching partners—sharing ideas, adjusting instruction in real time, and supporting each student’s learning journey.

“Many schools cannot afford to offer this level of support,” Mrs. Lloyd says. “But at Timothy, we’ve made it a priority—because we feel called to Go Beyond for our students.”

Sign Language as a Bridge to Belonging

Three years ago, Mrs. Lloyd introduced a school-wide American Sign Language (ASL) initiative. “ASL is a beautiful, inclusive language,” she says. “It gives our students another way to connect—with each other and with the broader world.”

What started with a handful of curious students has since grown into a thriving program. Through after-school clubs and summer camps, 4th–6th graders learn vocabulary, conversational signs, and even chapel songs.

There’s even an academic benefit: fingerspelling improves spelling retention. “It’s multisensory learning at its best,” Mrs. Lloyd explains. “Kids are hearing, seeing, and doing all at once.”