At Carroll, we know that every child with dyslexia learns differently, and that they thrive when given the right balance of structure, support, and challenge. Our approach combines research-based methods, individualized instruction, and the deep expertise of our educators to create a learning environment where students not only overcome challenges, but also grow in confidence and resilience.

Let's take a look inside Carroll School's education model and approach to uncover how this happens.

GEC: Give Each Child What They Most Need

No two dyslexic learners are the same. Guided by our mission, Carroll’s GEC philosophy ensures that every child receives the individualized instruction and support—academic, organization, social, and emotional—that they most need, within the structure of our program.

Orton-Gillingham: The Foundation

Carroll teachers are trained in the Orton-Gillingham (OG) approach, a structured, multisensory, and sequential method for teaching reading and spelling. OG provides the science-backed foundation for all literacy instruction at Carroll. It is more than a way of teaching reading, it gives us a framework for effective instruction across the curriculum. We like to say, “OG Is Everywhere”, because every educator effectively infuses OG practices into their craft—from science and math to music and art.

Focus Areas: Targeted, Diagnostic Instruction

Focus Areas are a cornerstone of Carroll’s model. Each student is placed in a Focus Area class designed to address their most significant area of need. Academic leaders use a diagnostic and prescriptive process—drawing on assessment data, work samples, and teacher recommendations—to create the best placement.

For many students, this means highly individualized Orton-Gillingham instruction delivered in one-to-one, paired, or small-group settings that build decoding and fluency skills. As students become more proficient, Focus Areas expand to include direct and explicit instruction in:

• Reading comprehension and vocabulary development
• Written expression, including grammar, sentence structure, and essay writing
• Math thinking, problem solving, and number sense
• Executive functioning skills

This targeted structure ensures that students are always working on the skills that will make the greatest difference in their growth.

Flex Block & Team Time: Expanding Skills and Building Community

Flex Block provides dedicated time across all divisions for mission-driven instruction that sits beyond traditional academics.

• Lower School: Flex is often used for small-group language instruction, what we like to refer to as an “extra dose of instruction” alongside Focus Area work. Students also have Team Time, where they build executive functioning strategies, practice organization and study skills, and participate in diversity, equity, and inclusion (DEIB) activities that foster belonging.
   
• Middle School: Flex offers opportunities to educate the whole child in areas such as health and wellness, executive functioning, our “Foundations for Brave Conversations” DEIB curriculum, TCI, and clubs. Cross-grade team-building activities, such as HAWKS Nest, strengthen community and leadership skills.
   
• Upper School: Flex evolves into a scaffolded study hall and office-hours model, gradually preparing students for independence. Students learn to prioritize, plan, and advocate for themselves by asking, “What do I need to do right now, and what resources can I use?” Community Time is a weekly anchor to the Upper School experience, where students engage in activities that foster connection and community through guest speakers, activities, and DEIB topics.
   
• Across all divisions: Targeted Cognitive Intervention (TCI) is woven into Flex to strengthen neural pathways and cognitive flexibility, helping students become more efficient learners.

These blocks ensure that students have the time and support to practice essential life skills—organization, collaboration, independence, resilience—alongside their academic learning.

Responsive Classroom: Supporting the Whole Child

Learning is both academic and social-emotional. Responsive Classroom practices—such as Morning Meeting, positive teacher language, and clear routines—help build safe, joyful, and engaging classrooms. This consistency gives students the confidence to take risks and strengthens the impact of OG, Focus Areas, and Flex.

The Power of Deep Expertise and Parent Partnership

Carroll educators are specialists in dyslexia and language-based learning differences. Their expertise allows them to notice subtle shifts in a child’s progress and adjust instruction in real time. And just as important, they partner with parents—sharing strategies, supporting resilience, and ensuring consistency between home and school. Together, we help students embrace challenges, build perseverance, and experience the joy of learning.

We welcome your questions. Please reach out to us at any time!

Allison West, Middle School Division Head

Kate Collins, Upper School Division Head

Meghan Shea, Lower School Division Head