Carroll 2030

We will enhance visibility of Carroll’s unique, individualized approach by fostering strong collaboration among students, families, and teachers.

We will leverage interactive touchpoints such as parent-teacher conferences, student-led portfolio presentations, and ongoing communication to ensure all stakeholders are engaged in each student’s growth and success.

We will develop and implement a clearly defined, school-wide progression of skill and strategy development.

We will establish a cohesive framework of shared instructional strategies, diverse resources, and adaptable assessment methods that honor individual learning differences and support each student’s growth.

We will provide educators with targeted professional learning aligned with research-based best practices for teaching students with language-based learning differences (LBLDs).

We will foster continuous growth through reflective self-assessments and personalized learning plans, ensuring ongoing improvement in instructional effectiveness.

We will evaluate and enhance recruitment, hiring, and compensation practices to attract and retain top talent.

We will identify new talent sources, eliminate biases, and ensure a competitive, inclusive, and appealing workplace for all employees.

We will cultivate a community, through financial assistance and enrollment, that embodies the diversity of the broader world.

We will foster an inclusive environment where all individuals feel represented, valued, and supported.

We will foster a unified culture of belonging across all school divisions and campuses, strengthening connections among students, families, educators, and staff to create an inclusive and supportive community.

We will build a 45,000 square foot building for academics, athletics, the arts, and community gatherings on our Wayland campus.

• The building will be specifically designed for the dyslexic thinker and learner - considering acoustics, lighting, and color. The floor plan will nest content areas together and mix students and educators to facilitate collaboration and deep relationships. 
• The space will support sustainable growth through pedagogically driven grade configurations, expanding access to serve more students while maintaining instructional excellence. The new grade configurations upon completion of building will be: Grades BR-4 at Waltham campus, Grades 5-6 at Lincoln campus, and Grades 7-9 in Wayland.
• While we will remain on three campuses in the short term, building in Wayland is the first step in a long term vision to unite on one campus.

We will equip students and employees with the necessary tools and resources to enhance learning, teaching, and professional practices.

We will leverage our expertise to become a leading contributor in the field of language-based learning differences (LBLD) research, driving innovation and best practices.

We will continue to invest in translational research through partnerships with MIT, Stanford, Mass General Hospital, and more - driving innovation and best practices in the field of dyslexia.

We will empower educators outside Carroll with evidence-based tools and strategies to effectively support and transform the learning experiences of students with language-based learning differences (LBLD).

We will deepen partnerships that have a direct and immediate impact on students across the Commonwealth of Massachusetts. Examples of this type of partnership has already begun:

• Throughout this year and next, Carroll educators are working hand in hand with teachers in East Boston, providing professional learning and coaching to support their current and future students.
• Our partners at Northeastern University are studying this work and will help us build a model that other schools and districts can replicate.

We will expand access and awareness for LBLD learners by creating meaningful engagement opportunities with the broader community, fostering greater understanding and support.

We will promote our expertise, ensuring that Carroll has a voice with those making decisions about education policy.