Carroll Connection - Winter 2017

Winter 2017

"I hope that someday every child can have the same education I had at Carroll School."

— Brianne Phelan '06, Graduate Intern

www.carrollschool.org

What We Believe —message from steve wilkins I believe that the best way to build a

dyslexia. Political correctness and preferred word choice

harmonious, mission driven school is to

have altered Carroll’s mission statement over the years, but

create avenues for teachers, tutors, and staff to declare what they believe.

the essence has never wandered.

As a partner to the mission statement, Carroll faculty and

I believe that it is important that school

staff renew our vows every 3-4 years in the form of “We

culture is determined by what teachers

Believe Statements.” In August 2016, we engaged our nearly

believe which is, in part, shaped by their

200 employees in an exercise to reignite commitment and

professional training, mentors, and advanced

enthusiasm for what we believe about educating healthy

education.

children, about teaching, about school culture, and about

I believe that it is important to stop writing about what I believe and to share with you what our faculty believes!

Carroll’s mission statement presents a broad, intentionally concise, guiding vision for the focus of the school. It is voted on by the Board of Trustees, and it is reworked occasionally, at least once every ten years. Over Carroll’s fifty years, the mission statement has never wavered: our mission has

dyslexia.

"We simply wound them up, let them think together, and gave them voice."

The process we employed is simple but powerful. Since the Carroll leadership team trusts that its people have been

always been dedicated to the education of children with

continued on page 2

cover : What We Believe: Message from Steve Wilkins carroll news 3 Mission

kids@carroll

alumni news

8 Recent Professional Development Opportunities for Carroll Teachers

12 Fall Festival

14 In Memoriam, F. Gorham Brigham, Jr.

4 Responsive Classroom

Summer@Carroll

Celebrating 50 Years!

5 A Community Contract Built on Students' Hopes and Dreams

9 Professional Learning Communities: An Interview

13 Athletics

15 Homecoming 2016!

6 The Whole Child: Understanding Students and Their Unique Learning Profiles

10 How Do We Give Each Child What He or She Needs Most? Ice Cream is the Answer

7 Meet "Sam"

11 An Interview with Anna, Dodie, Kerri, Lily, and Samantha

Carroll Alumni College Placement 2013-2016

in this issue editor: amy dempster adempster@carrollschool.org

carroll news

continued from page 1

Message from Steve Wilkins: What We Believe well-educated and well-skilled in delivering the school’s mission,

60 “We Believe” statements. Once everyone had voted for their

it is liberating for the faculty and staff when we tell them to

favorites, four statements emerged as universal. These newborn

go forth and develop their own statements about their roles

“We Believe” statements are deep, significant, modern, compel-

as teachers of bright children with language-based learning

ling, and guiding. To be sure, they reflect the sophistication of

struggles. We made no effort to control the conversations. They

our educators and their passion.

were only offered general guideline topics including: give each child what she or he most needs, Orton Gillingham, social-emotional learning, proven practice, innovative practice, diversity and difference, dyslexic advantage, neuroplasticity, and the role of the teacher.

We simply wound them up, let them think together, and gave

01. 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.

them voice. Their directions were as follows:

02. We believe that through a dynamic process informed by

• You have from 9:15 until 10:30 for this task.

parents, teachers, counselors, data, and student perfor-

• You will notice that there are ten slides offering suggested topics for your “We Believe” statements. You may also go off script and add your own on additional slides at the end of this presentation.

• Discuss “We Believe” statements for many categories, in broad terms.

• Then, select 3-5 “We Believe” statements that you will enter onto the Google slides presentation.

• At 10:30, the group offerings will be turned into a Google Forms Survey. A link will be shared with you when the survey is ready, about 10:45.

• Before 11:00, each individual faculty and staff member will vote for three favorites.

mance, 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.

03. We believe teachers are lifelong learners and have the power to change the lives of students by instilling a growth mindset for learning.

04. 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.

In this issue of the Carroll Connection, you will read and experience how the faculty has put these “We Believe” statements into

• We will regather in Spaulding at 11:00 to look at our results.

action this fall at Carroll School. I believe what they are doing

By 10:30 on that late August morning, the faculty and staff groups

is life-changing and profound.

(known as Professional Learning Communities) generated over

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carroll news

Mission Carroll School empowers children with language-based learning disabilities, such as dyslexia, to become academically-skilled students who are strong self-advocates and confident lifelong learners prepared to enter other academic settings.

“Every year at Carroll, I had amazing teachers who taught me much more than the school curriculum. I learned many life lessons and academics, designed to help kids with dyslexia learn in a way that is best suited for them. —Graham, Alumnus

Carroll Connection

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carroll news

01:

We believe that our commitment to a child’s healthy social and emotional well-being goes hand-in-hand with 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.

Responsive Classroom Lower School teachers are buzzing about

for the day ahead and also reinforces work happening in the

Responsive Classroom this year. Maybe

classrooms. Using a positive tone, the aim is social and academic

you’ve heard? Now in its fourth year at Carroll, Responsive Classroom (RC, for short) is an approach to teaching children that employs the idea that healthy, happy, and socially- and emotionally-secure students are stronger academic learners.

The foundational belief of RC is that all children can learn if they feel connected and significant, feel like they belong, and are having fun. Like OrtonGillingham, the guiding principles of RC align with Carroll’s approach to teaching: • The social and emotional curriculum is as important as the academic curriculum.

preparedness.

In each classroom, teachers set realistic and age-appropriate expectations guided by the Responsive Classroom approach.

To do this, teachers first help students articulate their hopes and dreams for the school year by sharing their personal goals.

Those goals are turned into 3-5 specific rules that help class members to achieve their hopes and dreams. Unlike typical “don’t do this” rules, Responsive Classroom rules use positive language.

Throughout each lesson, you can find RC spilling from teachers’ lips in their carefully-chosen language that emphasizes and names positive behavior - encouraging students’ choices rather than praising them. You’ll also see interactive modeling and reflection to help guide students towards self-control strategies, such as taking breaks when needed, deep breathing, and

• How children learn is as important as what they learn.

positive self-talk.

• Cognitive growth occurs through positive social interaction.

So how is it going? Let’s go right to the

• To be successful academically and socially, children need to

source and hear from the students:

learn a set of social and emotional skills: cooperation, assertiveness, responsibility, empathy, and self-control.

• Knowing the students - individually, culturally, and developmentally - is as important as knowing the curriculum.

• Likewise, knowing the students’ families is essential.

• Working together as teachers is as important as individual competence.

Where can you see Responsive Classroom in action at in the

"I love doing morning meeting in our room because we get to know each other and play together." - Andrew "I like doing the greeting because we get to say hi to each other every day."

- Eliza

Lower School? Just about everywhere.

Starting with the morning meeting, teachers facilitate a morning message, a greeting, and an activity that provides a “warm up”

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carroll news

A Community Contract Built on Students’ Hopes and Dreams —sue kingman, lower school division head In the Lower School, modeling the Responsive Classroom

Together, they reviewed the ideas and chose the final four state-

approach, teachers and students start each year in classrooms

ments that best represented and showcased their thinking. I was

brainstorming their hopes and dreams and how they want to

both impressed by their collaborative approach and proud of

describe their classroom expectations/rules for the year. Once

the process that produced our 2016-2017 Community Contract:

the classroom goals and rules were established, it was time to root those ideas for shaping our Lower School Community Contract.

To consolidate the classroom rules into a few schoolwide expectations that would become the Community Contract, six chil-

1. Believe in yourself 2. Walk in other people's shoes 3. Use our school equipment properly 4. Have fun

dren were chosen from grades 3-5 as “Grade Delegates.” Julia,

Next, we created our Community Contract Poster that our dele-

Max, Zach, Sadie, Christi, and Virginia all gathered with me for

gates confidently presented at an all-school assembly. The final

a series of working lunch meetings. We discussed. We brain-

step was to have each child and adult in our community sign

stormed. We debated. We laughed.

the contract and hang it the front lobby to serve as the guiding

With enthusiasm and ownership, our “delegates” brought forth

principles for the school year.

creative ideas for how the school community should treat our

Creating the Lower School Community Contract was a powerful

property and each other, including how we treat ourselves. They

experience for our community and me. Not only did it provide

referenced our ERIK concepts - empathy, respect, inclusion, kind-

an opportunity for student engagement and ownership for how

ness - as they described their reflective ideas, such as: be a good

we all agree to be good community citizens but it also encour-

friend; compliment others; respect others and their belongings; include others.

ages students to hold each other accountable for these agreements. And, best of all, it was fun (check mark for rule #4)!

Carroll Connection

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carroll news

02:

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.

The Whole Child: Understanding Students and Their Unique Learning Profiles ­—glens colman, lower school curriculum director “The most dynamic change that we found from when our daughter was in public school to Carroll was that she could finally access her education and she stopped feeling like a failure every day.”

We hear this story so often from our parent community - their bright children struggling to achieve academically as their confidence takes a hit, parents frustrated as they spend extra hours supporting homework outside their child’s grasp. It’s what fuels our vision to give each child what he or she most needs.

But how do we accomplish this? The answer is simple - get a whole picture of a child’s strengths and the struggles that inhibit learning. The solution is complex.

Understanding a child’s profile is the concerted effort of many staff and faculty members, an incredible amount of data, and the time to

Administrative Teams ensure careful and thoughtful review. It looks something like this.

Admissions Team and Teamto-Team Transfers Admissions and/or previous team members gather and communicate important information to current teachers through team-to-team transfers at spring/summer meetings, at the beginning of the year, and within our student information system.

Teachers and Tutors Teachers and tutors participate in a “file review” of their students prior to school beginning. Observations, formative assessment, curriculum-based assessments, and standardized assessments are all tools teachers use to monitor progress.

Coaches Every faculty member has a coach that meets with them weekly to discuss students and programming. Often coaches are department heads and will work with teachers to understand each of their student’s learning profiles.

Academic Teams Each grade level has a team of teachers who meet weekly with relevant administrators to discuss student progress across disciplines. In the middle school, each advisor presents a student’s profile to all other team

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members through a case conference. Action plans are developed for all students.

Each division has an administrative team that meets weekly to discuss student progress and concerns. These teams look closely at data pertaining to both the performance of each department as well as the progress of each student. Department Heads also participate in administrative meetings once a week to address important relevant issues regarding student programming.

Child Study When specific concerns about a student persist, the student is then brought to a focused review by the academic leadership team. During these meetings, a cross-section of educators from various departments (academic, counseling, cognitive, administrative) meet together to complete a “grand round” study of that student in order to clearly identify the presenting issue and discuss how the child’s neurological profile may be contributing to the difficulties s/he is experiencing. A formal plan is developed.

Parent Communications Parent communication is paramount to this system and Carroll School faculty try to stay in close contact with parents regarding student progress. This includes frequent emails and conversations with teachers, department heads, counselors, and administrators as well as parent conferences and progress reports eight times per year.

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carroll news

Meet "Sam"

‌one of the many unique students at Carroll School. Here is how Sam’s learning profile helped to guide teachers to make the best educational decisions to ensure Sam’s success. grade

Spring 2012 Sam applies to Carroll. Diagnosed with an LBLD, Sam also receives services for social skills, fine motor, speech and language, and attentional issues.

Fall 2012 Teaching team reviews file assign: O-G and other academic interventions, cognitive, social support

grade

Winter 2013 Challenges: trouble completing work, sustained attention, motor output, reduced oral expression, reduced social awareness assign: Extra class support, visual testing

Spring 2013 Year-end progress and challenges noted for 4th grade placement

Fall 2013 Teaching team reviews file assign: Cognitive intervention, visual short-term memory intervention

grade

Winter 2014 Gains: reaction time, executive functioning, reading fluency, rapid naming

Spring 2014 Year-end progress and challenges noted for 5th grade placement

Fall 2014 Teaching team reviews file assign: Working memory intervention

grade

Winter 2015 Gains: executive functioning, working memory, reaction time, processing speed Challenges: speed and task efficiency

Spring 2015 Year-end progress and challenges noted for 6th grade placement

Fall 2015 Teaching team reviews file assign: Speech and language support

grade

Winter 2016 Gains: strong math and language skills assessed Challenges: math computational and oral reading fluency assign: Silent reading fluency intervention, executive function skills group

Carroll Connection

Spring 2016 Reading fluency progress noted; Year-end progress and challenges noted for 7th grade placement

Fall 2016 Teaching team reviews file assign: Math flex group (for computational fluency), executive function and written expression focus areas, speech & language support

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carroll news

03:

We believe teachers are lifelong learners and have the power to change the lives of students by instilling a growth mindset for learning.

Recent Professional Development Opportunities for Carroll Teachers Orton-Gillingham: Beyond the Basics Gillingham course, this four-day seminar focused on syllabica-

Building Math Minds Through Story Problems and Number Sense (Gr K-3)

tion, advanced word attack skills, and morphology. The seminar

This three-day workshop explored the

included strategies for reading fluency and comprehension, plus

concept of Cognitively Guided Instruction

the application of O-G to small group instruction, and working

(CGI) to help educators understand the stages children progress

with older students.

through as they develop their understanding and fluency with

For individuals who had successfully completed an Orton-

Engaging the Whole Child: Fostering SelfRegulation and Intrinsic Motivation Among Struggling Readers

addition and subtraction. Teachers received practical ideas and activities for the classroom.

Fab Lab Training

Presented by Melissa Orkin, Ph.D. from the Center for Reading

Teachers gathered in Carroll School’s Fab Lab to learn about

and Language Research at Tufts University, this workshop

laser cutting, 3D printing, programming, and the educational

provided educators with a greater understanding of how

philosophy behind the Fab Lab. After many hands-on activities,

achievement motivation develops, and the social, cognitive and

the final project had participants creating their own learning

emotional factors that impact students’ willingness to persist in

manipulative or tool for their classroom.

challenging reading tasks.

The Angela Wilkins Program of Graduate Studies in Education: Internship and Master’s Degree in Moderate Disabilities Carroll School collaborates with Lesley University and Buckingham Browne & Nichols School (BB&N) in two dynamic yearlong Master’s Degree Programs. Students collaborate with mentor teachers, are immersed daily in the classroom, have O-G training opportunities, participate in Carroll’s Cognitive Intervention program, attend professional development seminars and workshops, and much more. Learn more at: www.carrollschool.org/MastersProgram

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carroll news

Professional Learning Communities: An Interview with Samantha Berg (Middle School Language Teacher) and Carol Spooner (3rd Grade Teacher) Q: What is a Professional Learning Community (PLC)?

carol: A recent session focused on multisensory learning

samantha: It’s the opportunity for teachers to collaborate

techniques, inspired by O-G. Each person was tasked to share a

in a flexible environment. At Carroll, we use the professional

multisensory tool or approach that he or she has employed while

development time on Fridays (Everyone@One) to gather into

working with children. The goal of the session was to generate

cross-functional groups. The PLC model supports the collab-

fresh ideas, either through replication or adaptation. It was a

oration of a broader group of colleagues. So, I’m learning new

fun and highly engaging session.

approaches from colleagues outside of my area of expertise. carol: It’s a group of colleagues with different backgrounds sharing best practices. Each group is teacher-led so it’s very much a collaborative, sharing approach to professional development.

Q: What does a PLC meeting look like? samantha: It’s typically 10-12 teachers learning from one

Q: Observations are an important part of Carroll’s PLC approach. Can you share more about what that means? samantha: Observations give teachers the opportunity to see their colleague’s teaching strategies in action and also open their own classrooms to their colleagues. It’s a great way to see how situations are handled or strategies are employed in real time.

another through discussions, observations, goal setting, and

carol: An important aspect of the observations is reflection.

goal attainment. In our first meeting, we discussed what we

Every staff member has a notebook that is used throughout the

wanted to learn about Orton-Gillingham this year. We use the

year to make notes and reflect on PLC meetings as well as the

results of this discussion to guide our agenda. But there is a lot

in-classroom observations. Notes are a way to track our own

of flexibility to discuss important challenges that crop up in

professional growth through the year.

the classroom. carol: It’s different for each meeting but always collaborative.

In one meeting, we watched a video of a non-Carroll educator and we compared and contrasted her style with the Carroll School approach. In an upcoming meeting, we’re going to “make and take” something for the classroom so it’ll be a hands-on meeting.

Q: What was a recent discussion topic and how did your group approach it? samantha: We recently discussed dilemmas in the classroom - specifically, how to hold students accountable for their work.

Q: As a PLC leader, what is your vision for your group? samantha: My hope is that my colleagues will continue to be engaged and interested. Also, I’m looking forward to reflecting on how students are benefitting as teachers grow from the experience. For Carroll teachers, it’s always about helping students become successful learners and good citizens of the world. carol: For me, I want my group to enjoy coming to our meetings and to get something useful out of them. I want them to say at the end of the year that they grew professionally from our PLC and that the students benefit from that growth.

As a group, we discussed and demonstrated “making thinking visible” practices which is an approach that places emphasis on helping students think, plan, create, question, and engage independently as learners.

Carroll Connection

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carroll news

04:

We believe that our diagnostic, prescriptive, multisensory, studentcentered 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.

How Do We Give Each Child What He or She Most Needs?

Ice Cream Is the Answer.

We like ice cream here at Carroll School. Even more than that, we

Carroll School teachers are constantly assessing students' work

love metaphors. What better way to illuminate how we approach

and adjusting instruction that inspires learning. The way the

curriculum and programs than compare it to a favorite treat.

school is organized - low student:teacher ratio, flexible schedules,

Carroll’s Triple Scoop Approach, according to Steve Wilkins, starts with a scoop of structured language and math, followed by a scoop of cognitive, and topped with a huge helping of dyslexic

focus areas, etc. - allows for this individualized approach.

Student-Centered

advantage. Holding our favorite flavors together is the cone

When a school claims that their educational approach is

which, in our metaphor, represents our students' social-emo-

student-centered, you may immediately think, “Well, I should

tional well-being.

hope so.” But what does being student-centered mean in prac-

So how exactly do we structure a program that works for 415 students with unique learning profiles and prevents our ice

tice? We can’t answer for other schools but we think we have a good handle on this at Carroll.

cream from melting into a proverbial mess? Let’s refer back to

Our mantra - “give each child what she or he most needs” – is

a few words in our belief statement: diagnostic, prescriptive,

exactly how our educators teach. From math and language to

student-centered.

cognitive and the arts, our curriculum is designed to address weaknesses, accentuate strengths, build social and emotional

Diagnostic and Prescriptive

skills, and provide a happy and fulfilling school experience.

What do these words bring immediately to your mind? An illness

That there is the cherry on top of our ice cream - happy, confi-

or medical condition? Technology perhaps? For many of you, it’s

dent learners.

not what you would immediately envision as a way to educate children.

When you put these two things together using the OrtonGillingham approach, however, the result is individualized objectives and differentiated instruction. Basically, the more teachers know about each individual student’s strengths and weaknesses, the better they are able to teach that child the way he or she learns best.

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carroll news

An Interview with Anna, Dodie, Kerri, Lily, and Samantha To get at the heart of belief statement #4, we sat down with some Carroll 8th graders to chat about their experiences.

What do you think this belief statement means? kerri : I think it means that the teachers are knowledgeable about what we are all diagnosed with and that they are ready to help us and support us with whatever we need.

Because of this understanding, it makes me feel safer and more willing to share my ideas.

And, I’m more confident.

How do Carroll teachers help you feel confident? kerri :

They understand why we are having trouble. They understand that we’re not just “stupid” and that we’re actually trying really hard, that we have the ability to get it, and that we just need an extra little push.

One of the words in the statement is “prescriptive.” What does that mean to you?

lily :

It makes me think of a pharmacy (nods around the table). But, in this instance, I think it means that the students need a special focus and attention.

Another phrase in the belief statement is student-centered. What does this look like at Carroll?

anna :

I think it means that teachers teach to us. They know our strengths and our weaknesses so they understand what we need. samantha : Teachers are more focused on the individual student. If you don’t understand something, it’s not “that’s okay, you can figure it out later” but “okay, let’s stop and explain it and figure it out together in a way that you understand.” lily :

I think that the small class sizes help with this. Teachers can walk around and go to each student individually. It’s not like “let’s meet about this after class” but teachers can take time in class to help us.

Carroll Connection

anna : I agree - I like the small classes. At my previous school, there were classes of 30 kids and the teacher wouldn’t always get to me. Since I was dyslexic, it was hard for me to learn and I was always confused. At Carroll, the small classes really allow the teachers to give me help when I need it.

What are your thoughts about the Triple Scoop Approach? dodie :

I think it’s definitely helping me. We have flex, Targeted Cognitive Intervention (TCI), and lots of language, tutoring, and math during the day. Everything together is helping.

kerri : I think it means… When you first come to Carroll, teachers work on building up your skills in language and math - the building blocks you need to later work on other skills.

Then, there is TCI that covers non-academic skills - stuff that will help you later on. Finally, it all comes together to make somebody who is ready to go out and do something good.

How would you compare Carroll to other schools? kerri :

I feel like Carroll is like other schools in some aspects. But it has many differences that make it better. It feels like a community and family. At our old schools, we had problems and we struggled. At Carroll, everyone has dyslexia in common. It feels nice to have peers who know exactly how it felt before and how good it feels now.

What’s your favorite thing about Carroll School? a n n a : The people. All the teachers are extremely nice and supportive. I like that they also coach us in sports because it lets us get to know each other outside the classroom.

My non-Carroll friends talk about not liking their teachers but I feel really connected to mine. kerri :

You feel closer to teachers because they know how you learn and really know you because of the smaller classes. Plus, many of the teachers are alums from Carroll so they understand how we struggle and share similar experiences. dodie :

My favorite part of Carroll is definitely the people. Because we’re in middle school, there can be some not-so-fun social situations. That’s normal. But we all have one thing in common that brings us together so I never feel distanced socially.

samantha :

Like what Dodie said, I like that we all have something in common. If you go back to your old school, it may be more difficult to make friends because you don’t automatically have that dyslexia connection.

lily : When I talked to people at my old school about dyslexia, they would say “oh yeah, I know someone who had that.” They would try to comfort me like dyslexia was somethng that’s bad. They tried to understand but it never felt real.

dodie : At my old school, I was the only one who had a reading specialist. I would miss classes and spend most of my day on the computer trying to learn to read. And, it wasn’t working. When I walk around Carroll, I no longer think about the fact that I have dyslexia. Because that’s why everyone is here and we’re all in this together.

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kids @ carroll

FALL FESTIVAL A beloved Carroll School tradition, Fall Festival celebrated its 40th year with a sun-filled October day attended by students, staff, families, and alumni. There was plenty of fun to go around, including: ice cream making, face painting, potato sack races, pickle making, archery, field games, apple cider pressing, caramel apples, hayrides, bubbles, fried dough, bounce houses, and so much more.

Summer@Carroll Academic gains made, friendships formed, and fun found at this year’s Summer@Carroll.

For 200 students in grades 1-9, Summer@ Carroll offers daily Orton-Gillingham tutoring,

writing, and math combined with camp games, activities, swimming, and field trips designed to help improve academic self-confidence and personal self-esteem.

Learn more at: www.carrollschool.org/summer

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kids @ carroll

ATHLETICS The fall athletic season saw a number of firsts here at Carroll. The first time Carroll was able to fill two girls and two boys soccer teams; the first time our cross country team had over 30 runners; the first time our soccer teams played nighttime games under the lights. Lights were rented to illuminate the athletic field where both the boys and girls had a game versus the Applewild School.

Carroll Connection

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alumni news

In Memoriam, F. Gorham Brigham, Jr.

Celebrating 50 Years!

Alumni Stories Project In 2017, Carroll School celebrates 50 remarkable years of teaching bright children. To mark our golden anniversary, we’re planning activities and events to celebrate our Carroll community. Whether you’re a graduate of the class of 1967 or a recent alumnus, you are an integral part of the Carroll fabric.

And you have a story … Maybe it’s a story of a lifelong friendship.

Or, perhaps a story of perseverance and achievement. Maybe your story is about a teacher that wouldn’t let you say, “I can’t do

“ Recently, I was asked, ‘What was the most important accomplishment of my 98 years?’

Founding Carroll School is the answer.”

—Mr. F. Gorham Brigham, Jr. (April 1, 2013)

it!” Or that moment you started telling yourself, “I can do this.”

Maybe your story is where you were before Carroll or maybe where you’ve gone since Carroll. Or, it’s a simple “Thank you!”

Whatever your story…we want to hear it. Help us gather 200 video stories!

Learn how at: www.carrollschool.org/AlumniStories

On September 1, we lost a man who was a visionary, a mentor, and a champion of Carroll School.

Fifty years ago, Mr. Brigham along with Dr. Edwin M. Cole and Samuel L. Lowe had a vision of a school that would help children struggling with dyslexia. Since opening its doors in September 1967, Carroll School held strong to the mission set forth by these remarkable men, helping thousands of students become confident, successful learners.

Although dyslexia was not part of his personal history, Gorham jumped in with both feet when the call came to start such a school. He just knew it had to happen, that Greater Boston needed a school to teach children with dyslexia. We are so thankful for his vision, passion, and dedication.

Thank you, Mr. Brigham, we celebrate your life every minute here at Carroll School.

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alumni news

Homecoming 2016!

Campus was buzzing at Carroll the day before Thanksgiving with a record number of alumni arriving for Homecoming festivities. A beloved tradition at Carroll, Homecoming provides alumni the opportunity to reconnect with friends, teachers, and staff.

Many alums participated in panels to share their post-Carroll experiences with our current 5th and 8th graders. While others had the opportunity to hear from Steve Wilkins about what's new at Carroll.

It was an afternoon filled with Carroll pride and friendship ­— a wonderful prelude to Thanksgiving!

Carroll Connection

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alumni news continued from reverse flap Mount Ida College

Trinity College

Museum School of Fine Arts

Tufts University

New England College

Tulane University

New York University

UMASS Amherst

Nichols College

UMASS Boston

Northeastern University

UMASS Dartmouth

Norwich University

UMASS Lowell

Ohio State University

Union College

Parsons The New School for Design

University of Alabama

Philadelphia University Plymouth State College Quinnipiac University Regis College Rensselaer Polytechnic Institute Rider University Rhode Island School of Design Roanoke College

University of Colorado - Boulder University of Delaware University of Denver University of Hartford University of Maine University of New Hampshire University of Rhode Island University of Richmond University of San Francisco

Rochester Institute of Technology

University of South Carolina

Roger Williams University

University of Southern California

Sacred Heart University Saint Michael's College Salem State College Salve Regina College Santa Clara University Savannah College of Art and Design Skidmore College Smith College Southern New Hampshire University St. Lawrence University Stanford University Suffolk University Swarthmore College Syracuse University

University of Tampa University of Vermont Ursinus College Vassar College Villanova University Wentworth Institute of Technology Western New England College Westfield State University Wheaton College Wheelock College Whitman College Worcester Polytechnic Institute

alumni news

Carroll Alumni College Placement 2013-2016 We are proud of our Carroll alumni who have continued their learning journey at these respected institutes of higher learning.

American University

Drew University

Amherst College

Eckerd College

Antioch University

Elon University

Assumption College

Emerson College

Babson College

Emory University

Bard College

Endicott College

Bates College

Evergreen State College

Baylor University

Fairfield University

Bennington College

Fashion Institute of Technology

Bentley University

Fitchburg State University

Berklee College of Music

Franklin & Marshall College

Boston College

Furman University

Boston University

George Washington

Brandeis University

Gettysburg College

Bridgewater State College

Goucher College

Bryant University

Hamilton College

Carleton College

Hampshire College

Cazenovia College

Hartwick College

Champlain College

High Point University

Clark University

Hobart/William Smith Colleges

Clemson University

Indiana University

Colby College

Ithaca College

Colgate University

Lake Forest College

College of Charleston

Lesley University

College of Wooster

Loyola University

Connecticut College

Lynchburg College

Cornell University

Maine Maritime Academy

Curry College

Mass College of Art & Design

Dartmouth College

Merrimack College

Dean Junior College

Middlebury College

Denison University

Middlesex Community College

DePaul University

Mount Holyoke College

continued on reverse flap

25 Baker Bridge Road Lincoln, Massachusetts 01773-3199

Be a changemaker. support the annual fund today!

Carroll’s Annual Fund allows the school to be flexible in delivering its unique educational program, giving each child what he or she most needs. Accounting for 6% of the school’s revenue, it has a daily impact on our teachers and students.

Help us successfully meet and exceed our goal of $1,155,000 with a gift now.

The combined commitment of all in our community — 100% parent participation, parents of alumni, grandparents, alumni, and friends will make a difference.

Your support matters. ­a ndrew gray '73, Trustee and Annual Fund Chair to give online, please visit: www.carrollschool.org/AnnualFund

questions?

Please contact Sandy Potter, Director of Annual Giving at 781-314-9736.

25 Baker Bridge Road, Lincoln, MA 01773 www.carrollschool.org