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connection CARROLL ’21 – ’22 A TIMELINE OF TRANSFORMATION: 2005–2021 With visionary leadership, exceptional faculty, and a vibrant, joyful community, Carroll is continuing to grow, evolve, and change lives. In just 16 years, look how far we’ve come! 02 08 12 20 GIVE EACH CHILD: EVERYONE@ONE CARROLL NINE GIVING BACK AN ORIGIN STORY BEGINS LAUNCHES IN GRATITUDE
PAGES 02 & 03
Message from Steve Wilkins, Head of School
GIVE EACH
CHILD: AN
ORIGIN STORY
Origin stories. Every culture in the history
of the world has generated mythology
about the beginning of the universe, our
GEC
each child. The difference is that gecc’ing
requires that the needs of each child define
the program, rather than fitting the child into
As parents, we love
Carroll’s unique approach
to individualized teaching.
Carroll was a leader in the 80’s when I attended. But today,
by far, it is at the very forefront of using learning styles to
group children and using data to be able to target what and
time on earth, and human evolution. Iroquois Carroll’s program. In the words of alumnus how they teach each child. It’s nurturing approach helps our
How Carroll’s signature philosophy tell the story of The Great Turtle on which David Arrow ‘79, “I used to think that son feel as if he is in good hands and is among “compadres”
came to be—and how it continues humanity emerged, while Zulu culture
evokes the image of all life emerging
education was a train I had to try to catch.
I learned at Carroll that I was the train!”
on a similar journey.
to change lives. from one planted seed. Jeremy MacDonald ’89, Parent of a 4th Grader
The challenge with Carroll’s creation story
Carroll’s origin story is a little less fantastical is that no one remembers the moment develop big thinking, “what if”, and
and a lot more recent (1967), yet this school when GEC came into our focus. There was dreaming big. Perhaps GEC emerged
emerged from the vision of a neurologist at no memorable “Aha Moment,” no “Eureka, from a plate of enchilada verdes at some
Massachusetts General Hospital, Dr. Edwin I found it.” In an electronic community Watertown restaurant that Larry dragged
M. Cole, and the parents of children with meeting email in 2006, there is a reference us to. Maybe that’s our creation story.
dyslexia whom he evaluated in the “Cortical to the need for a period in the day that
Function Laboratory.” Today’s profound was designed specifically to meet the No doubt, the essence of an Orton-Gillingham
truths about the reason Carroll exists unique needs of each child. Something lesson design contributed powerfully to
resonate in the phrase “Give Each Child.” called “Friday as One” was mentioned the emergence of GEC. Our lead trainers
as a means to train faculty to deliver in Orton-Gillingham instruction—Alice
“Give Each Child What They Most Need” this level of personalization. Somewhere Garside, Angie Wilkins, and Louise Freese—
has become part of the nomenclature of around 2015, the term GEC first appears always emphasized that the lesson for
Carroll School. Our shorthand is to write in Carroll literature, presentations, and tomorrow is a direct response to the
“GEC,” and we have introduced a new blogs. (It is interesting to point out the individual student’s performance today.
Carroll has challenged my thinking verb into our parlance called “gecc’ing.” evolution of GEC even in the course of six That’s gecc’ing. Most certainly, the work
as a teacher by reminding me that I doubt there is a single member of the
Carroll community who questions that
years to remove gender-based language.) of Isabel Wesley, Pat McGonagle, and
Phil Burling twenty years ago to provide
we all learn at our own pace and mantra as a unifying principle that Carroll’s Creation Story? There is no question more tutoring and targeted services
our role as teachers is to respect defines Carroll’s promise to our students. that GEC grew out of summertime brain-
storming sessions among Sue Kingman,
was a forerunner of GEC thinking.
each child’s learning process. The reason why GEC is highly significant Larry Brown, and Steve Wilkins. We had Modern neuroscience also plays a role
There are so many ways to foster understanding and Carroll’s is that it marks a major change in the way a routine for many summers where we in Carroll’s commitment to improving the
individualized, multisensory teaching approach ensures that Carroll delivered education to its students. would meet in the morning to take on underlying cognitive processes that support
each child is getting the most out of their education. This is Prior to the notion of gecc’ing, Carroll had the challenges of improving Carroll and academic success (e.g. speed, memory,
what “Give Each Child” embraces and this is why GEC works. one excellent program for children with readying for the upcoming fall. After organization, attention). The miracle of The photos you are enjoying throughout
dyslexia. Upon the arrival of GEC, Carroll those intense and focused sessions, our human neuroplasticity makes Gecc’ing this magazine were taken during the
Martha Lamb ’03, 4th Grade Teacher committed to a customized program for lunch excursions would often further not only effective, but it makes it essential. sixteen years of Steve’s leadership.
PAGES 04 & 05
Carroll starts
the Beginning
Steve Wilkins returns to ’05
Readers program
Carroll as Head of School
Everyone@One launches
to provide professional ’06
development for teachers
Developmental
Cognitive program ’07
begins in lower grades
’08
At Carroll, our ability to adapt, evolve, and improve as ’09
a community at every turn has played a critical role in
Carroll purchases
realizing our goal of “giving each child what they most need.” the Bartlett School in
Waltham which becomes ’10
the Lower School campus
A TIMELINE OF
We know that each student is an individual with a unique
personality, unique opportunities, and unique abilities ’11
that deserve the chance to shine. With that in mind, the
TRANSFORMATION interventions, approaches, and programs we develop are
designed to be holistic and flexible enough to provide every
Carroll Nine program
launches (now the
Upper School)
’12
AT CARROLL SCHOOL
learner with the skills, techniques, and academic content
Targeted Cognitive
they need to realize the incredible potential they possess. Intervention program ’13
starts in grades 6-8
How Steve Wilkins and GEC have defined 16 years As we look at how much we’ve accomplished together over Carroll begins 4-year
the last sixteen years, it’s clear that GEC is the throughline
plan to exit from MA ’14
of evolution to Carroll’s student-centric approach. that connects every innovation, every step forward, and
Chapter 766 program
Carroll rolls out new class
every highlight in our journey together. schedule to better meet
’15
the academic + social
needs of each student
We’re thankful for Steve Wilkins’ leadership in igniting
Steve has a passion for doing as much that passion in all of us!
Carroll develops and
launches the TCI platform ’16
as we possibly can for our kids, and Carroll purchases
property in Wayland, Osa Osagie is hired as
that passion is at the heart of how GEC Carroll celebrates
50 years
creating space for the
Upper School campus and
Carroll’s Director of
Equity and Inclusion
’17
came to be. new athletic fields
“Carroll Courses”
A child’s struggle isn’t their fault, and it’s our job to figure out how to change Diversity Professional
Learning Communities launched to train ’18
their experience and environment to alleviate that struggle. What more can started teachers in Carroll’s
five core teaching
we do? How can we dig deeper and provide a more specialized approach for strategies
that student? We help kids climb the roadblocks in the path ahead of them,
and prepare for the next ones to come.
’19
Carroll successfully
Carroll reinvents its
GEC has given us a unified language as educators to speak to that passion programs for remote
raises $32.7 million in
and commitment. When things are challenging for a particular student, learning to respond to
its first ever capital ’20
campaign: If Not for
COVID-19 pandemic
we reflect, we adapt, and we look for another way.” Carroll
Dr. Renée Greenfield returns
Sue Kingman, Lower School Division Head to Carroll as Head of School ’21
’’05 * ’05
PAGES 06 & 07
’06
’07
CARROLL STARTS
THE BEGINNING
’08
Being a student in the first ever
READERS PROGRAM
’09
Beginning Readers class was
memorable.
Mrs. Wilkins was a kind and caring teacher. I remember her patiently ’10
Carroll’s first early intervention program teaching me how to write in cursive and going down to the Wilkins’
yard to boat in their pond for a break during the day. Thank you Carroll
“made school fun again” for our youngest learners. for providing me the opportunities to grow and build my academic ’11
confidence. Without Carroll, I would not be who I am today.”
By Sarah Wilkins, Led Beginning Readers 2005-2019
Gwei Strong Allen ’14, Beacon College Sophomore ’12
Studies show that kids who have Second, we had to put together a learning There is nothing like seeing the light in a
’13
difficulties in 3rd grade often could have program that met the unique needs of this child’s eye when they read a word, write
been identified as far back as kindergarten, age group. We started with a schedule that a letter, or retell a story, or when they
and spared many of the negative side included an Orton-Gillingham tutorial, two have the confidence to share a personal
’14
effects of struggling to learn to read. One language classes (one literature-based story during a morning meeting. It’s also
of the many benefits of early intervention and one an O-G group), a math class, and rewarding when parents share how their
is to prevent negative self-esteem by a class called “The World We Live In,” whole family has changed because of
increasing a child’s perception of their which explored social studies and science. Carroll. Making school fun again for kids ’15
ability to learn. who had a negative experience in preschool
Through the years, the program evolved and kindergarten—that was what motivated
With the support of then-interim Head to add more social-emotional learning, me to go to work each day. ’16
of School, Phil Burling, Steve and I arrived speech and language, occupational
The BR program at Carroll is similar with the belief that early intervention
should be an important focus for Carroll—
therapy for handwriting, RAVE-O, and the
Developmental Cognitive program that ’17
to building a foundation of a house, and that’s why we began the Beginning helps children understand that challenge
you need the right mixture of Readers program. is a beneficial part of learning.
’18
cement to make it strong. The first few years were not without Of course, there were many more rewards
We are building a foundation for learning with the right mixture challenges. First, enrollment was tricky, as to leading the BR program over my 14
of tutoring, language, math, cognitive, executive functioning skills, many applicants had multiple diagnoses years at Carroll. With an average class ’19
community building, and a lot of learning how to be a student. Sarah that were not true to dyslexia, and who size of 4-6 students, Beginning Readers
Wilkins created this amazing program and, during my transition into we could not serve effectively. Alongside can easily give each child what they most
this role, she shared so much wisdom with me that helps reassure the Admissions team, I met with families need through individualized instruction ’20
me that I’m giving each student exactly what they need each day.” to help them understand the importance and intervention services such as speech
of early intervention and how Carroll and language, social emotional learning,
Carol Spooner P’11, Beginning Readers Teacher would benefit their 1st graders. and 1:1 tutorials. ’21
’06
6
PAGES 08 & 09
’05
When Steve returned to Carroll as This helped us establish a culture of
Head of School, our goal was to create professional development that evolved
Like our students, we aim
consistent professional development
opportunities for our faculty, and to
into the current Carroll Courses: five
year-long modules that teachers go
* ’06
’06
bring teachers together to learn. through during their tenure at Carroll,
to give each teacher what designed to focus on how each Carroll ’07
they most need. We already had team time and some
occasional community meetings and
teacher can enhance their practice to
address the needs of each child.
The biggest change over the last 10 years in how
speakers on Fridays, but we made the ’08
we approach professional development is to create a
shift to structure and prioritize that The kind of teacher who opts to join the
scenario where everybody feels like they’re engaged
time in a completely different way. Carroll community comes with a growth
in a program that’s meaningful, that’s helping them
mindset. They strive to learn new skills, ’09
grow, and is being mindful that teachers are at
In the beginning, we focused each year’s and to customize their instruction—not
different places in their careers.”
professional development on a topic, like just to “plug and play” every year and teach
Orton-Gillingham, executive functioning, the same thing over and over again. There ’10
Allison West, Middle School Division Head
social emotional learning, data-informed is a distinct joy and an intrinsic satisfaction
instruction, or diversity. Rather than a in the hard work that comes with having to
single professional development day be as prepared as our teachers have to be. ’11
dedicated to a topic, being dedicated
to one topic for a year allowed teachers As students progress, and as their
to truly practice and integrate training confidence as learners grow, teachers
’12
strategies into their teaching. can see the fruits of their labor—and find
EVERYONE@
their true worth in seeing that progress.
’13
ONE LAUNCHES There are all kinds
of different ways
’14
TO PROVIDE we do professional
development at Carroll.
’15
PROFESSIONAL We get to hear these brilliant speakers
that are experts in their fields, such as ’16
DEVELOPMENT
neuroscience, the science of reading, or
diversity and equity. But then every Friday
afternoon, we also have a variety of training ’17
FOR TEACHERS
opportunities, whether it’s collaborating
with your coworkers, having a meaningful
conversation about race, or getting trained ’18
on a core Carroll teaching approach.
Carroll’s commitment to professional Andrew Nimmer, Upper School
Science Teacher ’19
development sets us apart—and a new
approach to Fridays transformed how
’20
our teachers learn.
By Sue Kingman, Lower School Division Head ’21
PAGES 10 & 11
’05
CARROLL PURCHASES
ages 6 to 11 years old. After a first year of We’ve worked hard to create a culture
cultivating the space, I started working of teacher collaboration and team-based ’06
on developing a distinct Lower School efforts over the last decade, too. Each
THE BARTLETT SCHOOL
culture, and defining our values. That’s team does things in a particular way,
when the ERIK principles (Empathy, Respect, but we work together to realize our goals ’07
Inclusion, Kindness) were conceived and stay connected to one another—
IN WALTHAM WHICH
as guiding values that kids could easily because we understand that a sense
understand, and that we could use to of satisfaction amongst our team is
’08
make cultural decisions and conventions. critical to the Lower School’s success.
BECOMES THE LOWER After developing these foundational tenets
(and a special song, thanks to Patrick Pate!)
’09
SCHOOL CAMPUS
we worked closely within each grade team The Lower School is a warm
to cultivate distinct identities and traditions,
and welcoming community
such as the 3rd grade Whaling Town project,
the 4th grade States and City Planning that truly cares about and * ’10
’10
Our Waltham campus gave the Lower projects, the 5th grade “Overnight” event
believes in each person ’11
School the chance to grow a welcoming, and Gatehouse Birdhouse project. Our goal
was to create a sense of a flow to the Lower who is a part of it.
tailored community built on ERIK. School, so whether a student starts in 2nd, It is small enough where you feel that tight knit sense
3rd, 4th or 5th grade, there are transparent of community yet big enough across three campuses ’12
By Sue Kingman, Lower School Division Head keystone projects and markers that define that you feel you are part of something importantly
each grade, and that help students to significant. It is a place that takes each person as the
normalize their experience. individual that they are and meets them where they ’13
are at.”
The Lower School building also gave us
the opportunity to think intentionally and Ryan Walker, 5th Grade Math Teacher ’14
creatively about physical space, how that
impacts programming, and ways that we
can provide highly targeted instruction for ’15
kids. In the last 10 years, we have broadened
Before 2010, each one of Carroll’s grades Carroll’s Board of Trustees challenged
those offerings through concepts like the
learned on our Lincoln campus. We knew leadership to raise 80% of the purchase
flex block or the focus area, where children ’16
we needed more room to accommodate price, our largest fundraising campaign to
are getting even more highly targeted
all the students who would benefit from date. With determination and the support
instruction.
Carroll, and we began the process of of committed families, we raised the
figuring out how to increase our footprint. money within 3 months. We quickly put ’17
I see ERIK in action Though we had architects trying to figure together projections, and a five-year plan
every single day at out how to expand our classroom space,
the nature of the campus’s topography
for how we would ramp up our enrollment
to accommodate more kids—ultimately ’18
the Lower School. presented a major challenge. about 100 more students, over time.
We always greet each other by saying
good morning. If someone’s struggling In the midst of all this, the former Bartlett With the purchase in hand, we went ’19
with something, we all try to help them. School went out of business right down the quickly into action to renovate the
If friends are sad or hurt, we try to make road in Waltham. Though the facility needed building and get it ready to open as
them feel better. The teachers and students some renovations and “Carroll care”, it the Lower School in the fall of 2010. ’20
are all super nice here which makes featured intimately sized classrooms—
Carroll a great place to go to school.” a format that fit our learning model. Plus, The new Lower School building provided
they had just built a brand new gym… the opportunity to build a community ’21
Maddy Khanna, 5th Grade Student a huge win for us! more developmentally tailored to children
’’12 Give each child … It’s not just a
PAGES 12 & 13
’05
slogan. They do and it’s amazing.
In our district, we pushed and pushed and only managed to get
about two 15-minute reading support sessions twice a week. ’06
“College prep academics, Carroll School me the opportunity to lead the program. When Shea started at the Upper School, he had four class
support.” One of our first taglines for the That first year, it was me, Bob Reid, sessions a day devoted to reading. And they kept changing his
Carroll Nine program defines how the and Jenny Junkin with 16 students. The schedule to provide the right support for him as he progressed.” ’07
program came about. three of us taught every class and every
focus block, and provided all the social Mary Kate McGowan P’20, Past Parent of Shea Booth ’20
After the Carroll high school closed, we emotional support for our students. ’08
had a real gap for our students who needed
one more year of Carroll: kids who had We launched an afterschool study hall “Let’s make a plan” became our internal
CARROLL
come to the Middle School late, or weren’t that year, providing intensive help in a motto. We structured the program to ’09
yet ready to go to high school. By providing targeted, non-judgmental way—a model allow students to make mistakes—an
a college prep academic program alongside that is still employed today. Around important learning tool—and then
NINE PROGRAM
Carroll’s strong support model, we would Thanksgiving, we hired a part-time worked collaboratively to make a plan to ’10
(as Steve Wilkins often said) “increase each science teacher, and offered a public get past those mistakes. Everything about
student’s trajectory” to better prepare them speaking course led by Shea Schatell. the program was “GEC”—there was no
LAUNCHES
for the rigors of high school—and beyond. “one approach,” but always what each ’11
We also established community-building student needed at that time.
Carroll Nine was the brainchild of Steve activities to set the tone for the program,
*
Wilkins and Larry Brown. In 2011, they and because we recognized that our kids In year 3, we grew to 21 kids, added an 8th
’12
’12
For students who needed one repositioned another faculty member,
Steve Zimora, to create and run the C9
needed to have fun, too. We held our first
Winter Feast that year—a tradition that
grade to the program, and began offering
tutoring. By adding an 8th grade cohort,
more year of Carroll to thrive, program. I was also hired that year as continues today. We built a complete replica we discovered that we could differentiate
’13
a new program transformed both a Middle School teacher, and to
work alongside Zimora to put together
of the Thoreau cabin in Walden Woods.
We took a three-day sailing trip from
by focusing on grit, a growth mindset, and
self-reflection over a two-year program,
their learning journey. a program for the 2012-2013 school year. the Cape to Gloucester: a real test of our much more so than in one year.
’14
endurance and ability to work together.
Kurt Moellering, When Zimora announced he was Our first graduation was held at a museum Moving to the Wayland campus as the
Upper School Division Head 2012-2020 leaving Carroll, Steve Wilkins and Larry in Gloucester and featured the hallmark Upper School in 2017 was a huge milestone.
Brown took me out for a beer (as they student journey speeches that define the The culture blossomed, in large part, ’15
sometimes did back then) and offered Upper School graduation to this day. through the efforts of the collaborative,
caring, and expert teaching staff. Teachers
eat lunch with students, they work with ’16
kids during free periods, they teach Multis,
they plan and lead field trips, they give
parents a detailed picture of what students ’17
are doing in each class, they give students
accurate and current feedback on their
The evolution of the Upper progress... and they know how to have fun. ’18
School is rooted in GEC. The intimacy of the Upper School allows it
Our faculty continue to think differently about how to provide to challenge students who need academic ’19
students with a rigorous academic model that meets their rigors, while supporting students who need
needs as learners and, this year especially, one that engages support—and nourishing independence,
them in critical conversations around diversity, equity, and self-advocacy, organization, communication, ’20
inclusion. We want to prepare students for their next partnership, and fun along the way.
academic setting—but also for the world that awaits them.”
’21
Kate Collins, Upper School Division Head
As a trustee, I have had the
4
’14
PAGES 14 & 15 At Carroll, our students and their families Carroll has developed a more
are at the heart of every decision we make— intentional and focused training
’05
pleasure of participating in even the tough ones. We’re committed program that prepares teachers and
a fantastic evolution under to their wellbeing above all else. tutors to work with children with
dyslexia, rather than the broader ’06
Steve’s leadership: That’s why our vision of how best to help and more generic training required
Carroll has transformed from a remedial school that served students with language-based learning of faculty in “approved special
as a stepping stone for students to return to other schools, differences, such as dyslexia, goes well education” schools. ’07
into a complete school where students (and their parents!) beyond mainstream views of how best to
want to be a part of our community as long as possible.” teach students with learning disabilities— When we first announced our intention
and why our vision didn’t align with the to withdraw from state funding, we heard ’08
Richard C. Waters P’11, Chair, Board of Trustees mandates of Massachusetts’ Department concerns that Carroll was abandoning
of Elementary and Secondary Education. students who could not afford to pay our
tuition. We understood those concerns, ’09
We see the exponential growth in our but we could see an opportunity to provide
students each day, and set our ambitious even more support for those families.
goals for their futures beyond Massachusetts’s ’10
CARROLL
basic individual educational plan (IEP) Public funding was being disproportionately
goals—goals that aim no higher than distributed to families who had the financial
simple grade level performance. It was means to live in wealthy communities, ’11
BEGINS 4-YEAR
that gap that led to our decision in 2014 acquire legal assistance, and hire advocates
to begin a deliberate withdrawal from to help them secure funding. The end result
the public funding system. And nearly was that funding was, in large part, providing My children are living proof in ’12
PLAN TO EXIT
seven years later, we’ve seen that decision
bring a stronger sense of social justice
access for those who did not necessarily
need financial support to attend Carroll.
both their remarkable progress
to our community, and greater access— and attitudes that Carroll is ’13
FROM MA
across socioeconomic strata—to a
Carroll education.
The toughest part of that equation
was that the structure of public funding
nothing short of exceptional
made it impossible for Carroll to provide for dyslexia education.
* ’14
’14
CHAPTER
It may seem counterintuitive to refuse sufficient financial assistance to those Financial aid enables my children to access this
millions of dollars of publicly supported who truly needed it. Now, in 2020, our extraordinary education. It has made a dramatic
tuition, but it’s part of what we’ve achieved approach to providing financial aid has difference for our family.”
’15
766 PROGRAM
together by thinking differently. Here are made the school far more accessible to
just a few of the ways Carroll’s decision a broad range of families, from a broad Cindy Morrison, Parent of a 4th and 8th Grader
has benefited hundreds of children range of communities.
across Greater Boston: ’16
An initially controversial choice enables Financial assistance has grown from $900K
We also heard the concern that, without
state mandates in place, who would hold
we see our responsibility as a contract
between our parents and Carroll School.
Carroll to reach more students—and in 2014 to $3M in 2020. A quarter of Carroll to high standards around teacher ’17
to create more impressive student Carroll families now receive need-based
assistance to attend Carroll— dramatically
certification, class sizes, and individual
educational plans?
It is a living, breathing, constantly
evolving set of practices that are
outcomes than ever before. increasing the socio-economic reviewed with our families at least four ’18
diversity of the Carroll community. Today, Carroll is delivering more times a year. In fact, we track student
By Steve Wilkins Carroll’s student population has increased impressive student outcomes than ever progress daily and share data with
from 400 in 2014 to 442 in 2020. before. We have set the bar higher than parents as a core practice. ’19
Carroll’s educational offerings have state mandates would ever demand. Our
expanded to include a focus block accountability comes from our promise By thinking differently, and holding
for every student, a flex block for all, to our families that we will deliver an ourselves to a higher standard, we’ve ’20
cognitive development work for each education that gives their child what they seen both measurably positive outcomes
student, expanded use of technology, most need. Rather than a set of written in our student progress, and an ongoing,
and creation of STEM design centers objectives on a document from the public strengthened commitment to our values ’21
on each campus. school special education department, of diversity, equity, and inclusion.
PAGES 16 & 17 WHAT ARE FOCUS AREAS, There is a progression of skills that help us
’05
AND HOW DID THE NEW DAILY determine the right focus area. If a student
SCHEDULE FORMAT OPEN UP is still struggling with decoding and reading,
THE ABILITY TO GIVE EACH they are placed in an Orton-Gillingham
’06
CARROLL ROLLS OUT
CHILD WHAT THEY MOST NEED? tutorial. Once they’ve demonstrated a
In 2003, we looked at the latest research certain level of decoding mastery, that’s
in effective reading instruction, and when we look at other options. If we
’07
NEW CLASS SCHEDULE
thought about how to complement identify that language is a concern, the
our robust Orton-Gillingham tutoring next step is to look at fluency. If a student
program with additional classes to help has not demonstrated a certain level of
TO BETTER MEET THE
students become better readers. We mastery in oral reading fluency, it’s highly ’08
started with fluency groups and, over likely that that’s going to be a big part of
the course of a few years, expanded their focus area class.
ACADEMIC AND SOCIAL
our offerings in comprehension and ’09
vocabulary. At that point, groups met Over the years, we’ve gotten more fluid
during, or replaced tutoring blocks. about the focus area offerings and have
NEEDS OF EACH
been able to combine areas of greatest ’10
As the programs expanded into written need. Students may have a focus area
expression and math, we realized that there class that has a fluency and a comprehension
STUDENT
was an opportunity to redefine the current component, or one that has creative ’11
daily schedule to create dedicated time on writing and written expression components.
students’ schedule for focus areas. We also This year, we added a class on media
added a flex block to provide additional literacy that builds critical thinking skills
’12
Interview with Allison West, skill boosters for particular areas of need,
and make room for Targeted Cognitive
by analyzing different types of media.
Middle School Division Head Intervention (TCI). The new schedule ARE ADJUSTMENTS MADE OVER
’13
provided much-needed time and space for THE COURSE OF THE YEAR AS
important programmatic initiatives to take STUDENTS GAIN COMPETENCY
place (focus areas, flex, health and wellness) IN THEIR FOCUS AREAS?
’14
without disrupting the flow of core classes. Around the midyear point, we look at the
data to determine if an adjustment needs
The new schedule also included a rotation to be made. If changes need to happen, we
of class times, providing each student with
the ability to have each class at their best
roll those out after winter break so students
start the second half of the school year
* ’15
’15
time of day for learning. Now teachers with their new schedule. Sometimes a
can plan their lessons differently, knowing focus area class shows progress as a ’16
when students will be most ready to learn. group, and then we add a component
that builds on that original focus.
Teachers before Carroll didn’t HOW ARE STUDENTS PLACED ’17
really understand how to teach IN FOCUS AREAS?
First, we look at data: curriculum-based
HOW DO YOU SEE FOCUS
AREAS EVOLVING?
me because of my dyslexia. assessments, formal assessments, and We’ve talked about adapting the curriculum ’18
Carroll understands me and helps me with the things that I struggle with informal assessments. We combine that in different ways so it doesn’t feel like
the most like typing, reading, writing, and spelling. They have made data with recommendations from the another language or another math class,
sure there is a Flex block in the day that helps me with typing, which I student’s team from the previous year: such as adding more science or history ’19
definitely need, and I’m in Orton-Gillingham tutorial for my focus area their tutor, ELA teacher, math teacher, content. Ultimately, our commitment
and it has helped me improve my reading, fluency, and spelling skills. focus area teacher, speech and language to building strong readers and math
pathologists, etc. Department Heads learners has never wavered. Fluency, ’20
I feel much more confident in just a few months at Carroll than start meeting in March to review the data comprehension, critical thinking, written
I did at my previous school.” and team feedback for placement in the expression, math fluency … none of that
next academic year. will change. ’21
Caroline Atkins, 7th Grade Student
’17
PAGES 18 & 19
’05
’06
Carroll’s DEI (Diversity, Equity & Inclusion) that they can be more equipped to have
journey has been organic and beautiful. conversations about challenging topics
Our work has been built upon the school’s such as racism, sexism, homophobia, and ’07
expert understanding of what it means other isms that foster hate and exclusion.
to support kids who learn differently and
applying that understanding to connect It aims to develop Social Emotional ’08
OSA OSAGIE
with other forms of human difference Intelligence (SEI) in a culturally
into our work as teachers, learners, and responsive way, allows for opportunities
community members. to get to know and celebrate each other’s
During a Foundations for Brave ’09
IS HIRED AS
identities, and helps to develop a shared
Our first few years focused on laying the language to be able to effectively discuss Conversations discussion this
framework for becoming a more diverse race, class, gender, sexuality, etc.
year, I learned that everyone ’10
CARROLL’S
and equitable community through
professional development and teacher HOW DID THE IDEA has their own story.
training. It became evident to me this FOR FBC TAKE SHAPE? You can’t tell what they are going through by just giving ’11
DIRECTOR OF
past summer that now is the perfect FBC came about after the unrest of the them a glance on the sidewalk.”
time to bring a culturally responsive spring of 2020 and the senseless murders
curriculum into the Carroll classroom. of George Floyd, Ahmaud Arbery, and Harry O’Connor, Upper 9th Grade Student
’12
EQUITY AND
Breonna Taylor. We realized that we needed
Fortunately, I have the help and support to allow space for students to process these
of my talented colleagues and Carroll’s events and the subsequent protests, yet the world today. Because FBC takes place
INCLUSION
’13
leadership. Our Middle School Integration so few students had the language or the in intimate advisories, teachers are able
Specialist for DEI, History, & ELA Curriculum, understanding of how prejudice, racism, to tailor the discussions to the needs of
Micah Wittmer, spearheaded the process and injustice manifests in our society. We their own students.
’14
of creating a framework and curriculum also wanted all adults to be equipped to
Interview with Micah Wittmer, called Foundations for Brave Conversations
for our Middle and Upper School students.
have these conversations with students
and put into practice what we have been
WHAT HAVE YOU LEARNED FROM
FBC AND HOW DO YOU SEE IT
Middle School Integration Specialist discussing in PLCs for the past three years. EVOLVING FOR NEXT YEAR? ’15
for DEI, History, & ELA Curriculum WHAT IS THE FOUNDATIONS
FOR BRAVE CONVERSATIONS Since Carroll was in the process of
I already knew that starting with identity
exploration was crucial for this type of
CURRICULUM? reorganizing the school into pods where all learning, but I didn’t fully understand ’16
By Osa Osagie, Director of Equity & Inclusion
Foundations for Brave Conversations is a teachers would be advisors, it seemed like how fundamental it is for adolescents.
curriculum that helps advisors and their an opportunity to involve the whole teaching
students create a community of trust so and learning community in an advisory
curriculum centered on identity exploration.
Even though their identity and understanding
of the concept of identity is rapidly changing, * ’17
’17
developing the skill of reflecting on one’s
You can’t properly give each child WHAT ARE SOME OF THE TOPICS
THAT FBC HAS COVERED THIS YEAR
identity is essential to engaging in topics
related to diversity, equity, and inclusion.
’18
what they most need if you’re not AND HOW DOES IT HELP CARROLL As challenging as it is for some students,
also honoring the identities of each TO “GIVE EACH CHILD”?
We’ve discussed what identity means, and
it is worth the time. Next year, I hope we
will be able to devote more time to this
’19
and every student. the idea that how we see ourselves may curriculum during the school schedule.
Our diversity-focused Professional Learning Community meetings not be how others see us. We’ve also been ’20
have helped faculty understand and appreciate the importance that discussing prejudice, stereotypes, “us vs As we continue to expand the curriculum,
every student sees themselves in the curriculum that we’re teaching.” them”, bias, discrimination, racism, and we hope to add the topics of gender,
privilege—all of which will help students sexism, homophobia, classism, and ’21
Allison West, Middle School Division Head better understand what is going on in how to be an upstander.’20
PAGES 20 & 21
’05
We didn’t choose Carroll like you might ’06
choose any other school; Carroll chose
us, because it was the only place our ’07
son could receive what he needed.
We feel a responsibility to make sure that Carroll is well-resourced
as it can be, and to give back all we’ve received from this community.” ’08
Jessica and Scott Turco
’09
It’s no mistake the theme of last year’s If when they’ve been hoping and searching ’10
Not for Carroll capital campaign celebration for the right answer to their child’s
GIVING BACK
was, “We Dream Big,” because that’s how needs… and they’ve finally found it.
Carroll has grown, evolved, and succeeded ’11
from the very beginning. The same goes for our alumni, their parents,
IN GRATITUDE
and their grandparents, each of whom
In fact, philanthropy has been key has experienced how Carroll can change
’12
to every big step forward we’ve taken the learning trajectory of a bright, eager
as a community, from our expanded student firsthand. When they think back
In the wake of a wildly successful capital campuses, to the development of to what their path might have looked like
’13
campaign—over $32.7 million dollars raised— critical learning initiatives, to our
deep commitment to professional
without Carroll, they are inspired to ensure
Carroll is there to support the next generation
the future of philanthropy at Carroll is development. of students just like them.
’14
shining bright. When neurologist Dr. Edwin Cole co- All of this is why, with your support,
founded Carroll School in 1967, opening we’re going to keep on dreaming big
our doors to just seven students and three to accomplish the goals we’ve set ’15
faculty, he reached out directly to parents for ourselves as a community: better
and friends of Carroll to ensure those numbers compensating our teachers, broadening
would and could grow, because the need socio-economic access to our programs, ’16
wasn’t going away. Now, more than 50 deepening our understanding of how
years later, the Cole Society welcomes our students learn, and discovering
those who have thoughtfully included more ways to build self-confidence ’17
Carroll in their estate plans in his name— and advocacy skills in our students.
The confidence and skills a true reflection of his visionary legacy.
’18
I gained at Carroll transformed While we’re relatively young as a school,
me literally overnight—I was a strong tradition of giving has already
taken root—in no small part because ’19
free to become myself. our families feel such a strong sense of
I’m not sure I even realized how much changed, and how quickly, gratitude. We hear time and time again
* ’20
but it was because of Carroll that I am where I am today. Carroll how rewarding and powerful it is to give ’20
played a massive role in my transformation, and I want to support
that transformation in the lives of other students and families. ”
’21
Steve Baldini ’90PAGES 22 & 23 STEVE: How do you think Carroll doesn’t matter, and something amazing
can ensure we have the highest quality happens - that connection is being made.
’05
teachers and tutors who can actually GEC?
This is what fires me up because you
’06
CARROLL GECS ON:
RENÉE: I talked about how important can’t learn that in a book—you learn that
professional development is before, on the job. It’s what teaching and learning
but I think it’s about teacher induction, is all about, and it’s why I do this work.
’07
A CONVERSATION
mentoring, and coaching, together with The other thing that fires me up is just
the professional development. Research thinking about what’s to come. What are
shows, and in all my experience, if you we going to learn in the next few years in
BETWEEN STEVE
do those things, you support and retain this age of technology that will transform ’08
the best teachers. I think Carroll attracts more kids’ lives?
amazing human beings who want to do
WILKINS + RENÉE
really meaningful work as educators. STEVE: Well, you are totally coming ’09
to the right community if that’s what fires
To me, the most important factor in you up! Those things happen at Carroll
GREENFIELD
determining whether a teacher is right all the time, and I know they’re going to ’10
for Carroll is whether or not that teacher keep happening.
can work in real relationship with kids.
Can they convey not just that they’re Kids succeed here where they didn’t think ’11
their teacher, but that they really care they could—all the time, all over the place.
about them as human beings? Are they
connected? That feeling of connection
’12
is the only way a student’s going to learn, Carroll has achieved so much
or take risks, or be vulnerable.
under Steve’s leadership over
’13
STEVE: So as we talk about “gecc’ing the last 16 years.
on,” I want to ask: what fires you up It is an honor to be involved with such an incredible
After an exciting 16 years of leadership from Most schools have a schedule of what inspired instruction versus data- about working with students who organization that transforms lives every day. I am excited
’14
Steve, Carroll is transitioning leadership to they teach each year for a particular driven instruction. learn differently? to see Renée Greenfield build on this great momentum
our new Head of School, Dr. Renée Greenfield, grade or age, and they follow that cycle as our next Head of School.”
in the coming year—and they sat down consistently. A Carroll teacher puts the STEVE: With data-driven, I think you RENÉE: For me, it’s that moment.
to have a chat about what they value most student at the center of what they’re can get pretty boring, pretty fast. Our I’m sure you’ve experienced it. I’ve Devin O’Reilly P’20, Vice Chair, Board of Trustees ’15
about being at Carroll, and what lies learning, and when, and how. Teachers teachers are actually inspired by their experienced it. It’s also amazing
ahead for the Carroll community. are constantly adjusting according capacity to change a kid’s life, and to watch it happen in front of you.
to how things are going for them, watching that data go from not too ’16
STEVE: At Carroll, we use the expression and Carroll gives the time and space good to quite good… to really good. This relational thing happens - between a
“give each child” (GEC) to describe how in the schedule to do that work. teacher and a kid or a group of kids where
we teach and support our students. What RENÉE: Exactly! It’s incredible to look at they’re in the flow of learning. It’s like time ’17
does GEC mean to you, as the incoming I think that ability to adapt comes from the data we gather with teachers, and map
Head of School? the amount of time and effort Carroll has all the ways students are progressing,
invested in professional development. Our and make a plan for the future. ’18
RENÉE: I hear GEC a lot around here, teachers have the knowledge and skills to
both as a noun and verb! I would define know what students need, and to respond, It’s like a feedback loop that lets them
GEC as what educators do after they’ve because we’ve made it a priority. know where teachers need to change ’19
taken the time to analyze and act on things to meet a student’s needs, and it’s
what is best for their students. At Carroll, STEVE: How would you say Carroll so important to the teachers to have that
the teachers are constantly adapting uses data to determine how to GEC? as a resource for their next step, or how ’20
and shifting to match what they’re doing they’re going to adapt. It puts some pressure
to accommodate the needs of their RENÉE: We use it everywhere, but on an educator to shift what they’re
*
students—they’re led by how the I want to say: I remember you early doing, and it’s not an easy job, but that’s
student learns and how they think. on, 15 years ago, talking about data- the kind of teacher that wants to be here.
’21
’2145 Waltham Road
Wayland, Massachusetts 01778
A YEAR
REIMAGINED
Every single thing we do has been
reimagined this year... and our When life became unpredictable for all of us—
practically overnight— these passionate educators
faculty have shown incredible provided our students with evolving individual plans
commitment to giving each that they needed to continue learning, growing,
and realizing their potential. Over the past year,
child what they most need. our faculty has overcome obstacles to ensure our
students are equipped and empowered not just
to survive, but thrive.
The Carroll Annual Fund supports everything at Carroll—
especially our extraordinary faculty & staff!
Please make your gift to the Carroll Annual
Fund today!
CARROLLSCHOOL.ORG/GIVING/GIVE-ONLINEYou can also read
