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Here you will find the latest inside news, events, photos, and resources. We invite you to use this community as your "go to" for all school-related info.
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Carroll Connection: News & Articles
![A young person wearing a baseball cap and a light blue hoodie is sitting at a desk, smiling and writing in a notebook, with colorful posters and shelves visible in the background.]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1770908504/carrollschoolorg/p41ap2chs47lghvhi0pl/1041x720_Fortitude_CarrollLS_69208.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1770908504/carrollschoolorg/p41ap2chs47lghvhi0pl/1041x720_Fortitude_CarrollLS_69208.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1770908504/carrollschoolorg/p41ap2chs47lghvhi0pl/1041x720_Fortitude_CarrollLS_69208.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1770908504/carrollschoolorg/p41ap2chs47lghvhi0pl/1041x720_Fortitude_CarrollLS_69208.jpg","width":1041}])
Reimagining Rigor: Why Fortitude Matters in Dyslexia Education
Dr. Renée Greenfield, Head of School
What if rigor isn’t about speed or volume, but about endurance, growth, and belief in one’s own capacity to succeed? Read how, at Carroll, we reimagine academic rigor through the lens of fortitude — and explore how a process-driven approach creates more meaningful, lasting outcomes for students with dyslexia.
![A young girl with long, curly brown hair is smiling and wearing a blue hoodie with the word "Carroll" printed on it, standing in front of a brick building.]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1768319128/carrollschoolorg/qg0mc6tnm4fuspcz3mvr/1041x720_Long-View-in-Dyslexia_Education_CarrollLS_68797.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1768319128/carrollschoolorg/qg0mc6tnm4fuspcz3mvr/1041x720_Long-View-in-Dyslexia_Education_CarrollLS_68797.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1768319128/carrollschoolorg/qg0mc6tnm4fuspcz3mvr/1041x720_Long-View-in-Dyslexia_Education_CarrollLS_68797.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1768319128/carrollschoolorg/qg0mc6tnm4fuspcz3mvr/1041x720_Long-View-in-Dyslexia_Education_CarrollLS_68797.jpg","width":1041}])
Reimagining Educational Outcomes: Why the The Long View Matters in Dyslexia Education
Dr. Renée Greenfield, Head of School
This article invites readers to look beyond short-term gains and rethink what meaningful success truly looks like for students with dyslexia. Through stories, research, and decades of outcomes, it makes the case for taking the long view — where academic growth, social-emotional development, and life-long impact are inseparable.
![A group of young people, including two males and two females, are gathered around a glass display case, engaged in what appears to be a collaborative activity or discussion.]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1767816110/carrollschoolorg/mqsio14fwcfyh8kumbg4/1041x720_Staying-the-Course_middleschool_MW10-15-25-201.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1767816110/carrollschoolorg/mqsio14fwcfyh8kumbg4/1041x720_Staying-the-Course_middleschool_MW10-15-25-201.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1767816110/carrollschoolorg/mqsio14fwcfyh8kumbg4/1041x720_Staying-the-Course_middleschool_MW10-15-25-201.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1767816110/carrollschoolorg/mqsio14fwcfyh8kumbg4/1041x720_Staying-the-Course_middleschool_MW10-15-25-201.jpg","width":1041}])
Why Staying the Course Matters
Curriculum Corner with Allison West, Kate Collins, and Meghan Shea
Growth takes time and, at Carroll, it’s built intentionally, grade by grade. This article explores why continuity, relationships, and staying the course are essential to helping dyslexic learners develop confidence, independence, and lasting success.
![A classroom setting with students engaged in various activities, including a teacher standing at a chalkboard and students seated at desks, some working on laptops or discussing in small groups.]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1764878511/carrollschoolorg/tpatqgcfvifbmb3oc6b8/1041x720_Teacher-Preparation_CarrollLS_69652.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1764878511/carrollschoolorg/tpatqgcfvifbmb3oc6b8/1041x720_Teacher-Preparation_CarrollLS_69652.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1764878511/carrollschoolorg/tpatqgcfvifbmb3oc6b8/1041x720_Teacher-Preparation_CarrollLS_69652.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1764878511/carrollschoolorg/tpatqgcfvifbmb3oc6b8/1041x720_Teacher-Preparation_CarrollLS_69652.jpg","width":1041}])
How the Right to Read Act Can Succeed: Why Teacher Preparation Is the Key to Real Reform
Dr. Renée Greenfield, Head of School
Massachusetts is poised for a major shift in how children learn to read — but real change will depend on how schools support the teachers who make literacy come alive. Here’s why the Right to Read Act matters and what it will take to ensure it truly transforms outcomes for all students.
![A group of students and a teacher are engaged in a collaborative learning activity, with various educational materials and displays visible in the classroom setting.]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1763471118/carrollschoolorg/ico7vctkd3pspqsqwnkg/1041x720_Individual-Growth_middleschool_MW10-15-25-48.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1763471118/carrollschoolorg/ico7vctkd3pspqsqwnkg/1041x720_Individual-Growth_middleschool_MW10-15-25-48.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1763471118/carrollschoolorg/ico7vctkd3pspqsqwnkg/1041x720_Individual-Growth_middleschool_MW10-15-25-48.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1763471118/carrollschoolorg/ico7vctkd3pspqsqwnkg/1041x720_Individual-Growth_middleschool_MW10-15-25-48.jpg","width":1041}])
When Progress Isn’t Linear: How Carroll Uses Data to Understand Every Child’s Growth
Curriculum Corner with Allison West, Kate Collins, and Meghan Shea
Progress isn’t always linear for dyslexic learners. Learn how Carroll uses detailed data and individualized instruction to track growth that traditional measures often miss.
![Raising Up Voices: How Identity Work Empowers Students with Dyslexia]([{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_1/v1761665027/carrollschoolorg/grdxiabdszkunmsrxsgy/1041x720_Identity-Work_CarrollLS_69148_3.jpg","width":256},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_2/v1761665027/carrollschoolorg/grdxiabdszkunmsrxsgy/1041x720_Identity-Work_CarrollLS_69148_3.jpg","width":512},{"url":"https://resources.finalsite.net/images/f_auto,q_auto,t_image_size_3/v1761665027/carrollschoolorg/grdxiabdszkunmsrxsgy/1041x720_Identity-Work_CarrollLS_69148_3.jpg","width":800},{"url":"https://resources.finalsite.net/images/f_auto,q_auto/v1761665027/carrollschoolorg/grdxiabdszkunmsrxsgy/1041x720_Identity-Work_CarrollLS_69148_3.jpg","width":1041}])
Raising Up Voices: How Identity Work Empowers Students with Dyslexia
Dr. Renée Greenfield, Head of School
Learn how Carroll centers student identity and voice — and how our new longitudinal study, Carroll CARES, is helping us understand what fuels confidence, advocacy, and resilience in dyslexic learners.
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