Most families find their way to Carroll because their child is struggling to read. Of course, a ton of student growth happens here in reading, language, and communication skills. But it’s important to make clear that progress is not limited to these domains.
Carroll Connection
Welcome to Carroll School's blog.
Your source for news, insights, and thought-provoking articles on dyslexia education, research, and Carroll.
Strewn across tables in Ms. Sampar’s fifth grade science classroom is a medley of injured stuffed animals: a dolphin with a missing flipper, a stingray with a broken barb, a goat with a hole in its head.
This winter, a group of Carroll Middle School students and chaperones had the opportunity to attend the AISNE Middle School Diversity, Equity, and Inclusion Conference—an event that lifts up the voices and experiences of student identities often marginalized in independent schools.
In teacher team meetings, at parent-teacher conferences, and in Renée’s office as she talks to research partners, one word comes up repeatedly: neuroplasticity. Everyone is talking about how Carroll School changes brains and transforms students’ lives. But how?
A conversation with Jen Amos, Lower School Speech and Language Pathologist, about her role at Carroll School.
At Carroll, the Middle School Science team is determined to help every student see themselves as global thinkers and problem-solvers, prepared for an ever-changing world.
Head of School Spotlight
Dr. Renée Greenfield shares her insights on education, offering reflections on trends in dyslexia education, teaching strategies, and stories from our school community. Join her in exploring and celebrating the world of learning and student success.
Most families find their way to Carroll because their child is struggling to read. Of course, a ton of student growth happens here in reading, language, and communication skills. But it’s important to make clear that progress is not limited to these domains.
Currently, six of Carroll’s full-time educators and nearly 25 summer counselors are also Carroll alum. Years ago, these individuals sat in some of the very same classrooms in which they now teach. Their decision to return reflects their enormous commitment to Carroll and enriches our community deeply. Recently, I sat down with four of these educators.
Summer@Carroll — our accredited summer school with afternoon enrichment opportunities — is no ordinary summer school. Since 1975, it has been integral to our very mission, and who we are as a community.
As I wrote last spring, new research exploring the neuroscience of reading has stirred the debate over how best to teach our children to read. At the forefront of the discussion is Dr. Maryanne Wolf, an internationally-known researcher, teacher, and advocate for children’s literacy, who I had the fortune of learning from as a graduate student. I recently sat down with Maryanne to get her reaction to the current dialogue around the science of reading.
In that first year of teaching at Carroll, I thought a lot about what drove their relentless optimism and persistence, neither of which are necessarily taught in teacher education programs. What leads them to work so hard for these kids? Slowly, I began to realize. The ineffable factor—the thing that really ignites learning with students—was, and is, their mindset.
Increasingly, restorative practices are being used in schools across the country as a powerful community-building tool. Not only do they offer an effective complement to traditional disciplinary measures, they help students to build important communication and relationship skills. At Carroll, we began exploring the use of restorative practices several years ago ... Dr. Renée shares how it's going and how it fits into Carroll's mission.
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