To open the 2016-2017 school year, nearly 200 Carroll faculty and staff generated the following statements about what we believe about education, children with dyslexia, the role of the teacher, and school environment:
We believe that our commitment to a child’s healthy social emotional well being goes hand-in-hand with their academic success. We strive to create an environment where students feel safe, valued, connected, and secure, empowering them to take risks and become confident independent members of our community.
We believe that through a dynamic process informed by parents, teachers, counselors, data, and student performance, we can identify and provide each child with what she or he most needs in order to optimize performance in both academic and social/emotional realms and become strong self advocates and lifelong learners.
We believe teachers are lifelong learners and have the power to change the lives of students by instilling a growth mindset for learning.
- We believe that our diagnostic, prescriptive, multisensory, student-centered teaching guides our decisions about how to give each child what she or he most needs, including capitalizing on students’ strengths and addressing learning struggles.