At Marburn Academy, we celebrate students who learn differently, empowering them to awaken their potential, to achieve success in school and life, and to affect positive change in our communities.
At Marburn Academy, our core values guide our work, determine our priorities, and inform our decision making at all points.
We believe that everyone is capable of growing and learning and that learning is a lifelong process. It is our responsibility to cultivate opportunities for everyone- students, families and staff alike- to experience success by creating a safe place to take a risk, have their strengths and challenges acknowledged, to feel empowered, and stretch their skills. To take full advantage of this opportunity, all members of our community need be invested, intentional, and committed to their own personal growth.
We believe every individual deserves a community where they feel valued and accepted, and where their strengths are acknowledged and leveraged. Further, we believe the relationships we build are critical to our success. The strength of our community rests in our ability to partner across all levels of our community, requiring our students, families, teachers, administration and Board to work collaboratively to that end.
We believe all communication should be open, honest, clear, timely, recursive and direct. We believe our communication strengthens and support our continued growth and our sense of community. To accomplish this, we have to approach communication in an intentional and disciplined manner utilizing all of our tools.
We believe in being on the cutting edge of research, best practices, and technology, and that innovation requires creativity, commitment, and a clear vision for the future. Our students deserve the best instructional methodologies available. Rather than use outdated methods that have already proven to be ineffective, we want our teachers to seek creatively empirical approaches.
We believe that Marburn Academy is a standard bearer for the education of students with learning differences in Central Ohio. While maintaining a strong cohesive culture and high-quality program for our children and families, we strive to expand our footprint within the community at-large to impact more students directly and through our outreach programs. We are committed to excellent stewardship of our resources to ensure our long-term success.
We accomplish all of this through state-of-the-art programs, teaching methods, and being a resource to Central Ohio.
Marburn’s scientifically validated teaching methods are designed to provide bright students who learn differently with the skills they will need to graduate from high school, succeed in college, and engage in meaningful and rewarding careers. These skills include:
- acquiring the necessary high-level academic and cognitive skills;
- developing their own talents, personal values, self-management skills, and social skills; and
- building self-awareness and strength of character.
Marburn constantly refines its teaching methods to incorporate the latest findings from the fields of education, cognitive science, and brain research as they apply to the unique learning needs of our students. The goal of the curriculum is to enable students with dyslexia or ADHD to realize and fulfill their academic, social, and emotional potential.
Remediating skill deficits, building self-awareness and self-advocacy, and developing thinking skills are the main objectives when addressing new students’ needs. When these students’ skill deficits approach grade level, they move forward into building their capacity to employ new skills independently, tackle more demanding tasks, and work in larger groups, with less individual attention and support. This scaffolding of instruction ensures that each student is prepared to succeed in high school and college.
The ultimate goal is always to encourage and support students with learning differences as they acquire the skills, self-knowledge, and strength of character they need to be successful.
Being a Resource to Central Ohio
At Marburn Academy, we are fierce advocates for our own students’ needs, but our commitment to education isn’t limited within our school walls. We also aim to improve the quality of education available to people with learning differences throughout Central Ohio and the state.
In this role, Marburn acts as a resource for parents, a demonstration center for model programs, and a training center for educators, physicians, psychologists, and other professionals. We also provide
- free Community Parent Seminars to acquaint Central Ohio parents with the latest research findings on effective program design for students with learning differences;
- a summer Phonemic Awareness program for 5–6 year-olds, which introduced Phonemic Awareness training to the Central Ohio area. Research has established that Phonemic Awareness deficits are the major cause of reading difficulties in children;
- a monthly free Early Reading Screening, which assists parents of 5–7 year-olds with early awareness of the potential for reading problems, before children encounter failure. Faculty training sessions conducted at public schools and educator conferences have served over 10,000 educators in the past decade;
- annual, high-level Orton-Gillingham training for teachers; and
- tutorial instruction for dyslexic students.