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Carroll Hill reports rising proficiency, expands restorative practices and family engagement
Summary
Carroll Hill principal and instructional coaches described three school commitments—responsive environments, stronger family partnerships, and targeted supports to raise achievement for Black students—and shared data: ELA proficiency ~28%, math ~33%, co‑taught classes with high proficiency and over 60% family participation in student‑led conferences.
Carroll Hill school leaders presented progress on academic and social‑emotional goals, highlighting restorative practices, targeted instruction and growing family engagement.
Principal Carol Hill described three core commitments for the year: create responsive classroom environments to support independence and regulation, strengthen partnerships with families through mentoring and student‑led conferences, and increase growth and achievement for Black students by adopting morphology instruction and targeted small‑group interventions. "Our district will provide a strong educational and social foundation to graduate all students college and career ready," Hill said as she introduced the school’s goals.
Instructional staff described daily "community circles" where every staff member participates to build relationships, a "2 by 10" strategy (two minutes of non‑academic conversation with one student for 10 consecutive days), expanded coaching and continuous professional development with partners such as MossFlower and Eureka, and plans to train all building staff in implicit‑bias practices by the end of the school year.
On achievement data, presenters said last year’s ELA proficiency was about 28% and math proficiency about 33%; they cited specific co‑taught classes that reached as high as 80% proficiency and said behavior referrals and chronic absenteeism have both declined. The school also reported more than 100 students in a "stronger connections" mentoring program and more than 60% family participation in December’s student‑led conferences.
Why it matters: Carroll Hill’s combination of instructional strategies, social‑emotional supports and family engagement is presented as the explanation for measurable improvements in several indicators. District leaders and the board highlighted these practices as models to sustain and replicate.
What’s next: Staff said they will continue PD cycles, implement the morphology supplement, and expand targeted small‑group instruction using iReady data. The principal thanked teachers and staff and identified upcoming bids and capital work that may also affect school operations.
