2021 Marburn Magazine

MARBURN MAGAZINE A M A R B U R N A C A D E M Y P U B L I C AT I O N 2021

Marburn is Here For You A renewed focus on the family experience, scholarship funding to promote success, and a new initiative to reach more students are just some of the ways Marburn Academy is supporting students who learn differently and their families.

MARBURN IS HERE FOR YOU From The Board Chair Welcome to Marburn Magazine! I hope you enjoy this publication that documents and archives achievements from last year with glimpses of what’s to come in this, our 40th Anniversary year.

ABOUT MARBURN Marburn Academy is an independent day school devoted to serving the educational needs of bright students who learn differently due to dyslexia, executive function difficulties, and attention issues. Marburn is accredited by the Independent School Association of the Central States (ISACS) and is one of only 18 schools in the nation to have its language instruction program accredited by the Orton-Gillingham Academy (OGA).

MARBURN VISION We envision a world where every child may learn.

MARBURN MISSION At Marburn Academy, we celebrate students who learn differently, empowering them to awaken their potential, to achieve success in school and life, and to drive positive change in our communities.

As an alumni parent, I am honored to have been elected as Board Chair of Marburn Academy beginning in the 2021-2022 school year. Do I ever have some big shoes to fill! My sincere appreciation goes to Brian Hicks who for the past 13 years has served on the Board and for the past four as our Chair. Brian’s contributions to our growth and stability and his extraordinary support for parents through advocacy work for the Jon Peterson Special Needs Scholarship, has made an indelible mark on our community.

year for education and the world, as we all dealt with the realities of COVID-19. I am proud that this is not a mere slogan, but is honestly and authentically illustrated in each page of this publication. This is evidenced on page 8, as you read how Marburn faculty and staff adapted to the pandemic to ensure students and families had tools that worked for them in this time. On page 10, you’ll see it come to life through the outreach work that was offered. And on page 30, you’ll see it in the success stories about noteworthy accomplishments from our graduates.

You’ll also notice some new authors who contributed articles to this year’s magazine.

In addition to Brian’s departure, two other Board stalwarts rotated off this year after serving three consecutive terms: Rick Milenthal and Terry Sanders. Both in their own right have been standout contributors and have positioned the organization for long term success. A sincere thanks to Brian, Rick, and Terry for their service.

I am delighted to introduce the community to two new dynamic leaders joining our Board: Kelly Gratz, President and CEO of g2o, a local integrated design, tech and data solutions company and Brian Carey, who transitioned as a student from Marburn in 1989 and is currently a commercial airline pilot residing in Washington State. Marburn’s board is going national! Both of our new recruits will bring incredible insights, passion and business acumen to our already strong group of thought leaders.

Marburn is Here for You was Marburn’s campaign this past year; a challenging

As part of Marburn’s governing body and in partnership with Head of School, Eldrich Carr, and the Marburn team of highly talented faculty and staff, we are here to support you, your students and the community at large as we provide educational solutions for those who need our help most.

Tim Martin Chair, Board of Trustees

Marburn Magazine is published by Marburn Academy.

CORE VALUES

9555 Johnstown Rd. New Albany, Ohio 43054 Phone: 614.433.0822 marburnacademy.org

Community | Communication | Innovation Sustainability | Growth

ACCREDITATIONS

facebook.com/marburnacademy instagram.com/marburnacademy twitter.com/marburnacademy

CONTENTS WHO WE ARE Meet Marburn

community Building strong partnerships

commUNICATION Open, honest, and direct

INNOVATION

Empirical creativity in pursuit of excellence

SUSTAINABILITY

Maintain a strong, cohesive culture and high-quality program

GROWTH Everyone is capable of growing and learning

TH

03 Meet the Team 05 Marburn by the Numbers

07 Instagrammable Marburn Moments 08 Fun in the Classroom 09 Summer for the Books 10 Marburn Education Collaborative

Marburn Academy is proud to celebrate 40 years of impacting students who learn differently across central Ohio. In the final foldout of this publication, take a moment to walk the pathway of Marburn’s history. Enjoy reflections from founder Marjorie Garek on starting the school with her late husband Robert, browse important milestones among historical imagery, and remember influential board members.

11 Front Office Team: A Day in the Life 13 Family Experience 14 MPTO

15 Diversity, Equity, and Inclusion 16 ACES 17 Technology in 2020-2021 19 Specials Adaptations

21 Strategic Plan 22 Marburn Student Profile 23 Connecting with the Community 24 Advancing Curriculum

25 Finding Success Through Scholarships 27 Why We Give 28 A Company Calling 29 Tools for Success 30 Alumni Notes

31 Class of 2021 33 SHINE Online 34 Financials 35 Honor Roll of Donors

Marburn Magazine 2021 2

Team

MEET THE

Teachers welcomed students during the fall of 2020 Panther Parade, where students picked up supplies and technology for remote learning.

The campaign “Marburn is Here for You” represented all the ways Marburn supported students, families, faculty, and staff through an unprecedented year filled with disruption. Marburn’s leadership team answers the question, “How does your work contribute to the ‘Marburn is Here for You’ theme?”.

ELDRICH CARR, HEAD OF SCHOOL Joined the community in 2020

“Collaboration and partnership are requisites for meeting our mission. Without either, it is nearly impossible for our community to flourish. We accomplish this by listening well, acting with empathy and care, and harkening back to our mission and collective values when times are tough. As the head of school, it is paramount to model this sentiment to ensure that everyone knows we are here for them. Doing so, frequently and consistently, through small gestures and bigger conversations, will help us take the necessary steps so we may thrive for the foreseeable future.”

JENNIFER MARTIN-GLEDHILL, ASSOCIATE HEAD OF SCHOOL Joined the community in 2007

“My work as the Associate Head of School supports the motto “Marburn is Here for You” daily when I work alongside the school leadership team to develop and deliver a high-quality education for students who learn differently. From listening to student feedback on ways to improve their school day (we can never have enough recess!) and working with our incredibly talented faculty to grow our knowledge of evidence-based practices, I feel lucky to work at a school that is committed to ‘being there’ for our families and faculty through their journey with Marburn.”

LUCY GODMAN, CHIEF ADVANCEMENT OFFICER Joined the community in 2017

“There is nothing worse than a family seeing their child struggling in a typical school setting, knowing that there is a solution right here in Central Ohio, but feeling enrollment is out of the question due to limited financial resources. Marburn’s Advancement team is here to help! We envision a world where every child may learn and we are inspired and motivated to increase support and improve access to all families who need our help.

We work to foster a greater understanding of learning differences, increase community engagement, and fuel growth through philanthropy.”

CHIP SPIRES, CHIEF FINANCIAL OFFICER Joined the community in 2018

“My work helps ensure families can afford to attend and stay at Marburn. Because of our specialized educational approach, our services can be expensive to deliver. I am in the privileged seat of connecting our families with our financial aid dollars that are available thanks to the generosity of our donors. The past couple of years have been challenging for many families but we have been able to supplement support to families in need in order to keep students enrolled, despite COVID-related disruptions and financial hardships.”

3 Marburn Magazine 2021

LAURA SCHMIDT BRADY, CHIEF HUMAN RESOURCES OFFICER Joined the community in 2018

“During the 2020 benefit renewal Marburn Academy kept their benefits flat, passing on no increase to employees. In addition, we added a new voluntary benefit called Proactive Health Management Plan (PHMP), which provides an opportunity for employees to participate in wellness initiatives in exchange for a tax-exempt benefit. We are excited to partner with Proactive Risk Solutions to provide this new benefit.

In keeping with taking care of employees, Marburn participated in all the mandated programs such as EPSLA (Emergency Paid Sick Leave Act) but extended it through the remainder of the school year when it became voluntary for employers. Marburn recognized at the beginning of the 2020-2021 school year that employees would have situations arise due to the ongoing pandemic that would fall outside the parameters of the regulatory compliance. To address those needs, we enacted two additional discretionary days outside of our usual offerings to give employees the flexibility they needed to take care of both their families and our students. This addition was a well-received peace of mind for our faculty and staff.”

2021-2022 BOARD OF TRUSTEES Tim Martin, Chair The Scotts Miracle-Gro Company

Lisa Edwards Community Advocate

Steve Miggo Safelite AutoGlass

Sharon Wolfe Community Advocate

Kelly Gratz g2o

Michael Parkes Huntington Bancshares, Inc.

Eldrich Carr Ex-Officio Member

Steven Guy, Ph.D. Dr. Steven Guy & Associates

Jim Perry Safelite AutoGlass

Marjorie Garek Trustee Emerita

Karen Heiser, Ph.D. Community Advocate

Tom White The Daimler Group

Tim Johnson, Treasurer Victoria’s Secret & Co.

Jay Jadwin American Electric Power

Tony White Thompson Hine

Brian Carey T ‘89 United Airlines

Jason Judd Big Lots

Amber Williams Bath & Body Works

Carolyn Wall, Vice Chair Community Advocate Jessica Ditullio, Secretary JP Morgan Chase

Caitlin Duncan Kelly Dunlevy Nicolle Fischer Kevin Fish Vickie Fomich Karen Frengou Mindy Galbreath* Lucy Godman Courtney Gonzales Donna Hawkins Katie Hess Alison Hickman Leigh Hill Steve Hiltner Laura Hirsch Megan Hopkins Megan Howe Kristen Huenemann Liesl Huenemann Kelly Hunter-Rice* Evelyn Rivera Evelyn Kelley-Antoine Lexi Kelley*

Kay Kerezy Sara Knight Austin Kochs Michelle Lewis Aaron Loskota Stacie Loskota Karen Lough Charles Marsden Jennifer Martin-Gledhill Megan Menker Maureen Moore Tina Nead Lisa Neuhoff Joseph Nichols Kenny Pargeon Shetal Parikh Rebecca Penrod Archana Ramanujam Stephanie Royal Ruth Rubin Thomas Savage Sally Sayre Laura Schmidt Brady

Brian Hicks Hicks Partners, LLC Rick Milenthal The Shipyard Terry Sanders Sagemark Consulting

FACULTY AND STAFF From August 2020 through October 2021 Laura Aldag Rachel Ammons Tenley Arrington Tara Baker* Erin Barr Stacy Baumeyer Maggie Bender Sarah Branaghan* Dana Brennan Anneliese Brincks Leslie Buford Scott Burton Ben Burwinkel Eldrich Carr Hillary Collins Amelia Compton Kyle Cook Nathan Cooksey Lorien Dana Yaa Dankwa Susan Dapo Robyn Delfino-Russell Leslie Dilley

Thank you to these board members whose terms ended in 2021:

Beth Savage PwC

TUTORS Dawna Shroads Rebecca Skinner Megan Smith Samantha Smith* Darrell Spegal Shane Spicer Janet Spigos Chip Spires Ryan Stander Celeste Stevenson Stephanie Stover Trenton Diane Sumen Katie Talbott Michael Taylor Paul Van Dop Lori Vu-Miller Morgan Wade Linda Welch Nicole Whitaker* Shari Wolfe Brandon Zall

From August 2020 through October 2021

Fana Abraha Leila Ba Ellen Clark Linda Condron Jennifer DiGiovanni Emily Drees* Linda Freeman Walker Mary Gilbert Ann Glenn* Rachel Gouveia* Kelly Grote* Samrath Grubb Jennifer Hegarty-Brown

Sue Kear Lexi Kelley Joy Pike Beth Rivera Gabriella Shaffer Micaela Slone* Jessica Stafanacci* Jessica Templin* Heather Thorward* Caren Troester Jeanne Watkins Robin Wigney Heather Zalenski

FACULTY/STAFF ACCOMPLISHMENTS LESLIE BUFORD served on the Central Ohio International Dyslexia Association (IDA) Board.

YAA DANKWA participated in the Research Experience for Teachers (RET) program at Northwestern University.

MEGAN MENKER served on the National Science Teaching Association (NSTA) Science Scope Advisory Board.

LISA NEUHOFF served on the Orton-Gillingham Academy (OGA) Board.

SHETAL PARIKH AND CELESTE STEVENSON completed a course as Certified Admission and Enrollment Professionals (CAEP) through the Association of Independent School Admission Professionals (AISAP).

REBECCA PENROD AND DAWNA SHROADS passed the Resident Educator Summative Assessment (RESA).

STEPHANIE ROYAL was admitted into and participated in the Leadership Columbus Class of 2021.

THOMAS SAVAGE completed two graduate courses through Lourdes University—“Creating a Vision for Equity in Education” and “Creating an Anti-Racist Classroom”.

*No longer employed in this capacity at Marburn Academy

Marburn Magazine 2021 4

MARBURN

BY THE NUMBERS 2020-2021 SCHOOL YEAR

53

NEW STUDENTS IN GRADES 2-12*

8:1

270

16:1

STUDENT-TO-TEACHER RATIO IN GRADES 9-12

STUDENTS IN GRADES 2-12*

84

FACULTY AND STAFF MEMBERS**

STUDENT-TO-TEACHER RATIO IN GRADES 2-8*

38,180

50

566

686

CHILDREN AND ADULTS IMPACTED THROUGH MARBURN’S OUTREACH PROGRAM***

STUDENTS IN TUTORING

ATTENDEES AT FREE COMMUNITY PARENT SEMINARS

MARBURNCON20 ATTENDEES

5 Marburn Magazine 2021

*First grade available based on the number of qualified applicants. **Does not include tutors or contracted employees during the 2020-2021 school year. ***Now Marburn Education Collaborative

MORE THAN

200

50,000

7,845

DIVIDERS FOR DISTANCING AT LUNCH AND IN CLASSROOMS

TEMPERATURES TAKEN

APPROXIMATE TIMES SOMEONE SAID “YOU’RE ON MUTE”

11

85

STUDENTS INDUCTED INTO NATIONAL HONOR SOCIETY

SUMMER SCHOOL STUDENTS

64

52,000

80

600

STUDENTS PARTICIPATED IN VIRTUAL CLUBS

APPROXIMATE NUMBER OF ASSIGNMENTS SUBMITTED VIA GOOGLE CLASSROOM

HYGIENE BAGS ASSEMBLED FOR A LOCAL HOMELESS SHELTER

SPIRIT WEAR ITEMS SOLD THROUGH MPTO

COLLEGE ACCEPTANCES FOR CLASS OF 2021 SENIORS

62

ESTIMATED JIMMY JOHNS DELIVERIES

522

PINTS COLLECTED DURING BLOOD DRIVES - ENOUGH TO SAVE 207 LIVES

PHOTOS TAKEN DURING MAY TERM PHOTOGRAPHY CLASS

67 1,200 Marburn Magazine 2021 6

COMMUNITY

Instagrammable

Marburn Moments

7 Marburn Magazine 2021

FUN IN THE CLASSROOM

DESPITE COVID PROTOCOLS, STUDENTS HAD AS NORMAL A SCHOOL YEAR AS POSSIBLE. With individual supplies and distancing, students completed science projects, like dissecting frogs and the egg drop experiment in High School, creating cars out of cardboard and sticks to transport eggs in Middle Division, and building towers with spaghetti noodles to support an egg in Lower Division.

Language arts and social studies classes still had debates, with candidates six feet apart.

Students participated in virtual field trips and activities like virtual BizTown, virtual tours of national parks, and streaming in the New Albany Lecture Series.

While students had to remain physically distanced, they had access to dry-erase markers and plastic sleeves that allowed them to show their work across content areas.

In math classes, students had their own manipulative pieces so they could still build models to solve math problems.

Marburn Magazine 2021 8

COMMUNITY

BY MICHAEL TAYLOR, SUMMER SCHOOL COORDINATOR After the cancellation of Summer School in 2020, students were welcomed back to Marburn’s campus in the summer of 2021 on July 7th for four weeks of learning and fun. The 2021 Summer School theme was “Summer for the Books,” and that it was!

Marburn welcomed a record-setting class of 85 students in pre-k through rising ninth graders and helped address the academic gap created by over a year of remote and disrupted learning. Students focused on reading, mathematics, writing, and comprehension skills and developed academic confidence as they prepared for the next grade level.

Throughout the program, students engaged in learning more about different books through interactive activities such as “Music Monday,” when students would listen to a song from a movie based on a book and take their best guess to identify the book. One morning the song was “Somewhere Over the Rainbow” from The Wonderful Wizard of Oz. by L. Frank Baum. Throughout the day, students spontaneously shared their

Summer School student, Alivia, blows bubbles as part of a lesson related to the book Paper Wishes.

9 Marburn Magazine 2021

thoughts about the story, and a few students were heard singing the song during breaks and transitions.

Summer School wrapped up with Recognition Ceremonies live-streamed for families to watch and celebrate student progress. Students then enjoyed an afternoon of fun field day activities.

In the last few days of Summer School, students shared their thoughts about the program and created a word cloud to illustrate the joy, fun, and learning that was experienced during 2021 Summer School: “Summer for the Books!”

CHANGES TO MARBURN ACADEMY’S OUTREACH PROGRAM To capture the breadth and impact of Marburn’s outreach program, a new name, the Marburn Education Collaborative, was launched on October 1, 2021. The Marburn Education Collaborative, encompassing all outreach work, will continue to be guided by the mission of Marburn.

The growth of Marburn’s outreach program over the past several years has led to an in-kind expansion of positive impact in our greater community for students who learn differently.

During the 2020-2021 school year alone, the program collectively impacted more than 36,000 children and 2,000 adults. This wide reach was due to the success of events such as MarburnCon20 which, as Marburn’s first-ever virtual conference, achieved international participation from 686 registrants in 43 states and seven countries. The Marburn Academy College Expo also went virtual,

featuring 23 schools for an audience of 189 participants from across 12 states.

A new initiative under the Marburn Education Collaborative is the launch of an additional location in the city center of Columbus. Currently planned as a two-year pilot program, the initiative seeks to serve those students who are most impacted by disrupted learning during the pandemic and by historical inequities in educational opportunities.

“With the expansion of an additional location, we see an opportunity to increase access points to Marburn expertise for students, educators, and families,” said Director of Outreach, Stephanie Royal. “We are currently working to identify and open a satellite location and provide a much-needed option for those who are seeking help.”

Further investing in the Columbus community,

Marburn has developed a partnership with The Ohio State University Special Education department. Special education majors will be trained in the Orton-Gillingham approach to assist in the delivery of services such as tutoring, Free Early Reading Screenings, and Free Community Parent Seminars.

This project has been generously supported by early gifts from philanthropic partners including Discover Financial Services, The Harry C. Moores Foundation, The Reinberger Foundation, Safelite AutoGlass, and ScottsMiracle-Gro. Their belief in Marburn’s mission and commitment to provide pivotal seed funding will make this dream a reality.

Please contact Lucy Godman at lgodman@marburnacademy.org for information on how to support the Marburn Education Collaborative.

MARBURN

ON-DEMAND

In an effort to share Marburn’s expertise, Marburn On-Demand (MOD), an eLearning portal for parents, caregivers, and educators who seek to expand their knowledge about the specific academic needs of children who learn differently­, was launched.

For parents and caregivers, MOD currently features a course on how to best support beginning and developing readers in kindergarten through fifth grade. This free resource is available for families through various community programs, including the Free Early Reading Screening program.

For educators, there are multiple courses on evidence-based instructional practices in reading, writing,

and mathematics. The plan is for these courses to be used for training and partnership work. For example, this past summer, the educator courses were accessed by Marburn’s Summer School teachers as part of their professional development and training.

The newest course, the Orton-Gillingham Parent Subscriber Course, will be launched in the fall of 2021. This course, created for both parents and educators, takes a comprehensive look at dyslexia including the neurobiology, signs, and misconceptions. It also includes a look at the Orton-Gillingham principles, instruction, and components to broaden understanding.

ACCESS MARBURN ON-DEMAND

Marburn Magazine 2021 10

COMMUNICATION

Front office

front office team

A day in the

life

Marburn’s front office team from left to right: Linda Welch, Diane Sumen, Evelyn Rivera, and Evelyn Kelley-Antoine.

Marburn Academy’s front office team, under the direction of Leigh Hill, consists of four professionals who support the front desk, as well as two nurses. The entire team is committed to the mission of the school to support students who learn differently. Their combined experience of more than 40 years at Marburn shows their dedication to their careers and how they take the job of creating a welcoming environment at Marburn seriously. Here, get a glimpse into a typical day in Marburn’s front office and understand the nuance of what it takes to maintain order in one of the most active areas of the school.

Diane works with Associate Head of School, Jennifer Martin-Gledhill, on transportation changes.

7:00 A.M.

The first low hum of activity kicks in at Marburn when daybreak is new and Administrative Assistant Linda Welch arrives. She sets her belongings on her desk and heads to the staff kitchen to make the first of three pots of coffee for the morning.

7:15 A.M.

Administrative Assistant, Diane Sumen, arrives shortly after Linda. The two of them start each morning answering phone calls and checking voicemails and emails from caregivers about students who have doctor appointments, are sick, or have changes to their transportation for that particular day. They also field calls from faculty and staff who may be running late or need someone to cover their duties for the day. In addition, Diane works with parents and the transportation departments of school districts who provide bussing at Marburn to manage any bussing issues or changes.

7:30 A.M.

Students start arriving and the phone calls keep coming—a student left a lunch box on the bus, a bus is running late, doctor appointments, car won’t start, grandparent is picking up a student today, and a long list of other unexpected things. While there are many moving parts to manage, it’s important to account for all students who are in the building for safety reasons and to ensure students are meeting state requirements for attendance.

8:00 A.M.

As Front Office Assistant, Evelyn Kelley-Antoine ar11 Marburn Magazine 2021

rives to help manage passes for students arriving late, Diane heads to her office to work on other projects or handle issues that may have popped up in the morning rush as well as continue to field phone calls and emails regarding transportation for the day.

Evelyn also answers phone calls to support current families, connect potential families to our Admission team, and help students who are arriving late or leaving early. In addition to her work at the front desk, Evelyn Kelley-Antoine assists with projects that support the entire school, such as field day preparations, and coordinating items for Senior Dinner.

10:00 A.M.

By 10:00 a.m., Diane has made another pot of coffee as Linda works to provide the entire faculty and staff with a daily document that notifies everyone in the school about which students are absent, arrived late, or will be leaving early. During the 2020-2021 school year, tracking student attendance and locations became increasingly complicated as some students learned remotely the entire year while others shifted between remote and in-person learning due to a variety of factors, including COVID-19 exposure, quarantine, and illness.

10:30 A.M.

Lunch deliveries start rolling in at Marburn early as the first students head to lunch at 10:40 a.m. Jimmy Johns and other local restaurant delivery services typically stop by the school three to four times every day to deliver ordered lunches from students, faculty, and staff. The front office staff manages all deliveries at the entrance to the building and welcomes any

other visitors who may arrive at the school for meetings, as well as maintenance visitors or vendors dropping off milk cartons and water bottles for the lunch room.

Linda assists a student at the front desk with a needed pass.

12:00 P.M.

At noon, the second of two Evelyns arrives as Evelyn Rivera steps in to help cover front office responsibilities. There is always someone ready to greet guests at the front desk! In addition to supporting the team in the main office, Evelyn Rivera supports the Extended School Day Program (EDSP) and also assists with projects assigned to her from Associate Head of School, Jennifer Martin-Gledhill and Academic Dean, Liesl Huenemann. Evelyn Rivera might be found getting packets of flash cards with letter sounds ready for summer school one day, entering testing data on another, or helping manage the relationship with the photographer for school pictures the next.

2:00 P.M.

During the afternoon hours, students filter through the front office in search of bottled water, pencils, or to see one of the nurses. The front desk team also manages student traffic to and from the health clinic all day long. Nurses Katie Talbott and Stacy Baumeyer share the clinic near the front office of the school. They manage everything from distributing prescriptions to bee stings and upset stomachs. School nurses are a critical part of the front office team - especially during the 2020-2021 school year as they were part of the contact tracing process when anyone in the building presented with COVID-19 symptoms.

3:00 P.M.

Activity in the entire school escalates as students move toward their dismissal destinations. Every day, Diane provides a bus dismissal list to faculty and staff supporting students who ride the bus. In order to create the list, Diane must track all dismissal changes that affect bus riders - whether they’re riding home with a friend or if a grandparent is picking them up.

CurbSmart, Marburn’s digital dismissal system, is also updated daily by Diane for all caregiver pickups and carpools, and she connects with teachers daily so they’re aware of any changes in dismissal for all students, including student drivers or if a student is staying for an after-school activity.

3:30 P.M.

Marburn’s Extended School Day Program (ESDP) starts once students who are picked up at dismissal have exited the building. Evelyn Rivera assists the ESDP instructor, Janet Spigos, by escorting students to their cars when families arrive for pick-up, Evelyn Kelley-Antoine answers phones on a busy morning.

keeping them safe as they exit the school and head home with their caregivers.

to support each person who enters the building.

4:30 P.M.

If you stop to chat, they might even have an extra piece of candy to share with you. Or perhaps they’ll put on another fresh pot of coffee!

Diane and Linda typically wrap up and head home by 4:15 p.m. and 4:30 p.m. each day while Evelyn Kelley-Antoine and Evelyn Rivera stay until 5:00 and 6:00 p.m. respectively. They both continue to help students with dismissal from ESDP and answer any late-day calls that may come in.

6:00 P.M.

Evelyn Rivera verifies information in student files to support the administrative team.

Some evenings the activity ramps up again with events like Free Community Parent Seminars or school sports like basketball. Evelyn Rivera typically wraps up her day at 6:00 p.m. but sometimes stays to cover the front door and greet guests who may be arriving for any after school activities.

Marburn is fortunate to have such a dedicated team to be the first friendly faces people see as they enter the building. The support of the front office staff is part of what represents the culture of the school as a welcoming community. While this is an overview of a typical day, there are so many additional tasks not listed here - setting up all students and families in CurbSmart, collecting and managing more than 1,300 forms submitted by families each year, ordering supplies, and scheduling meetings. Not to mention the unexpected situations like if a bus breaks down and parents need to be notified.

The front office team is critical to the success of Marburn Academy, and they provide an environment where everyone who walks in the door feels welcomed and safe. Next time you’re in the front office, be sure to thank them for all the hard work they do every day Marburn Magazine 2021 12

COMMUNICATION

Family Experience

Family experience

OVER THE PAST SEVERAL YEARS, FEEDBACK from parents has indicated the need for connection. Families seek normalcy, routine, and academic gains at Marburn but not at the expense of other pieces of school life that are so important to students: friendships, growth, and exploration that can be forged outside the classroom. Fostering community is sometimes challenging when families are coming to Marburn’s campus from 31 school districts from around central Ohio.

Lower Division students, Cora and Sara, arrive at school for their first day with their mom, Consuella.

for all families and has also been working directly with Marburn’s PTO (MPTO) to help facilitate activities to help build connection and community, including parent coffees and family game nights.

Celeste helps check in families at Marburn events.

Despite the pandemic restricting some in-person connection points, she embraced the opportunity to make a difference through activities like virtual reading sessions during Marburn’s online Book Fair and virtual trivia nights.

That’s where the new Director of Family Experience role comes in. Celeste Stevenson, a passionate member of the Admissions team for eight years, was asked to shift her role in October of 2020 to take on this new position.

Recognizing that relationships with families do not cease at the point of enrollment, Celeste has plunged into the role with new ideas for collaboration and connectivity for students and families alike. Celeste remains in charge of the re-enrollment process 13 Marburn Magazine 2021

Already in this short time, Celeste has collaborated with faculty to increase the co-curricular options available to students, created an exciting welcome box for new families entering Marburn, re-imagined the Next Level meetings, and revamped the parent liaison program for new families.

Photo taken pre-pandemic.

As Celeste continues to focus on ways to improve the family experience at Marburn, new initiatives and activities will be introduced throughout the school.

Through connections with families, she’s continually collecting feedback to better understand the wants and needs of the community. Please connect with Celeste at cstevenson@marburnacademy.org if you have ideas or comments to share on ways to improve the Marburn family experience.

MPTO

MARBURN’S MPTO GROUP OF PARENT VOLUNTEERS ARE ACTIVE IN SUPPORTING MANY AREAS OF THE SCHOOL, WHILE FOSTERING FAMILY CONNECTIVITY AND BUILDING PANTHER SPIRIT. THE FOLLOWING ARE JUST SOME OF THE RECENT MPTO HAPPENINGS.

mpto led activities Uniform Swap Spirit Wear Sales New Parent Coffees Fall Picnic Family Game Night Trivia Nights Scholastic Book Fair MPTO Facebook Page Monthly MPTO Meetings Monthly Newsletter Donation to Marburn Scholarship Fund Walking Club Volunteer Office Helpers Faculty and Staff Appreciation Thank You Notes Food Truck

“I have my dream job! I appreciate the opportunity to work with families to ensure their Marburn experience is the best it can be and that I can forge meaningful relationships with parents throughout their Marburn journey. We are designing many opportunities to connect beyond the classroom from clubs to sports, to MPTO events and gatherings. There will be so many ways parents can get involved, and we welcome their input and participation” Celeste Stevenson Director of Family Experience

Photo taken pre-pandemic.

Marburn Magazine 2021 14

INNOVATION

The 2020-2021 school year saw the announcement of the Diversity, Equity, and Inclusion Committee’s three-year plan. The plan was crafted with the intent to be an essential bridge to our next organizational strategic plan. While Marburn’s work in DEI has been ongoing for several years, the three-year plan reflects a renewed focus and commitment to this work. During the three years, we will ask the tough questions, challenge our assumptions, systems and processes, confront implicit bias, listen and collaborate, have hard conversations, and push towards change across our organization. As we develop the organization’s next strategic plan, our hope is that DEI strategies will become an integral part of the work we do with students, families, and our communities.

As an example, the DEI committee developed a series of “DEIalogues’’ in response to the physical separation created by the COVID-19 pandemic. These virtual sessions provided space for enhanced learning and presented opportunities for Marburn’s internal community to reflect, ask questions, and engage in a manner that was safe, welcoming, and empowering. ​​ 15 Marburn Magazine 2021

Topics included: What does it mean to be anti-racist?, The December Dilemma: Cultures, Holidays, and Bias, and Your Privilege is Showing. The committee received positive feedback from these events and will continue to offer DEI-alogue meetings during the 2021-2022 school year.

The 2020-2021 school year also brought about a re-imagining of the DEI committee structure, in which a shift was made to include a chair and vice-chair leadership rotation. The current co-chairs, Leigh Hill and Archana Ramanujam, will be filling the chair position for the 2021-2022 school year. The DEI committee voted from among its existing members and elected Thomas Savage, Outreach Coordinator, to the role of vice-chair for the 2021-2022 school year. Additionally, the Academic Dean and Dean of Students were added as standing members of the committee. With these inclusions come valuable expertise in increasing student involvement in the organization’s DEI initiatives and enriching professional development opportunities for faculty and staff.

ACES

Appropriate Civic Engagement Subcommittee

BY ELDRICH CARR, HEAD OF SCHOOL Throughout the tumult of the past year, Marburn Academy encountered many challenges and themes that could have created schisms within our community.

Marburn’s academic program and culture of respect were tried and tested as social and political unrest swept across Central Ohio, the United States, and the world. Fortunately, and not surprisingly, Marburn Academy faced each moment with a courage and judiciousness that created a stronger, more unified community than ever. It all started with keeping the safety and well-being of each community member at the forefront of our work, a key marker of Marburn’s culture for decades.

dable period of time, Marburn Academy created the Appropriate Civic Engagement Subcommittee (ACES) to support the work of the entire community. As an offshoot of its long-standing Diversity, Equity, and Inclusion Committee, ACES created

cultivating respectful dialogues between opposing parties, the work of ACES was seen directly and indirectly in Marburn Academy’s outcomes. As heated political rhetoric began to build in September and October with a tense and competitive presidential election around the corner, ACES helped Marburn prepare responsibly. When history unfolded on January 6th in Washington, D.C., ACES helped Marburn digest the unprecedented events and prepare to support the most impacted community members. Into the spring, ACES was watchful and prepared if the need High School students watch the arose to support the 2020 Inauguration, a decision community even furmade prior to election results. ther.

For many, feeling safe wasn’t just about one’s physical health last year, but also being in an environment where various social and political viewpoints could be discussed, scrutinized, and studied honestly and without prejudice or fear of reprisal—a marker, then and now, of a healthy academic program.

the time, energy, and focus for members of faculty and staff to be both proactive and reactive to potentially charged events, conversations, and topics.

From drafting clear and open communications to the community at large to leading faculty and staff trainings aimed at

To this end and in response to this formi-

ACES COMMITTEE Rachel Ammons Music Teacher

Erin Barr Director of Marketing and Communications

Eldrich Carr Head of School

Liesl Huenemann Academic Dean and Head of Specials

Kelly Hunter-Rice Former Dean of Students

Ultimately, ACES helped Marburn Academy maintain a civil and safe intellectual space for students, families, faculty and staff to endure, learn, and grow together. ACES is just another point of Panther pride, proving, once again, our potential is limitless if we work together.

Jennifer Martin-Gledhill Associate Head of School

Maureen Moore Middle/High School Teacher

Thomas Savage Outreach Coordinator

Co-Chair

Co-Chair

Leigh Hill Executive Assistant to the Head of School and Office Manager

Archana Ramanujam Speech Language Pathologist Coordinator

Rachel Ammons Music Teacher

Maggie Bender JPSN Scholarship Coordinator

Leslie Dilley Lower Division Teacher

Kelly Hunter-Rice Former Dean of Students

Shetal Parikh Director of Admission

Ruth Rubin College Guidance Coordinator

Thomas Savage Outreach Coordinator

Paul Van Dop Middle Division Teacher

Marburn Magazine 2021 16

INNOVATION

technology in 2020-2021 Technology at Marburn is not only a critical component for students and teachers for learning in the classroom, but it’s also essential for the administrative team for everything from marketing to fundraising. Director of Technology, Shane Spicer and Technology Support Specialist, Austin Kochs make up Marburn’s technology team and manage more than 1,200 devices, including laptops, iPads, televisions, monitors, projectors and more, as well as all the wires, plugs, and adaptors required to ensure everything works properly and can be charged. It’s no small task for the two of them, and the 2020-2021 school year brought with it a whole new set of technology challenges and learning curves.

Middle Division teacher, Amelia Compton, checks in with students learning remotely during science class.

SHIFTING TO VIRTUAL LEARNING

the Marburn tech team manages more than 1200 digital devices throughout the school

At the end of each school year, student devices are typically returned to the technology team over the last few days of school, but students were learning remotely at the end of 2020 so collecting devices wasn’t as simple as usual. To drop off items that were taken home at the end of the 2020 school year, families were invited to a drive-through option at the school that was cleverly called the Panther Parade.

During the spring 2020 Panther Parade, families delivered the devices they had taken home so Shane and Austin could collect them, sanitize them, update operating systems, and prepare them for the next school year.

The fall of 2020 presented a new challenge as all students continued virtual learning for the start of the school year. Each device is set up for a specific student with the programs and tools they’ll need, and the tech team was tasked with identifying those de-

17 Marburn Magazine 2021

vices and distributing them to teachers to be included with other items families needed to pick up for the start of the school year. Shane and Austin worked directly with teachers to ensure that devices were going home with the correct students.

— HYBRID LEARNING —- VIRTUAL AND IN-PERSON

After four weeks of virtual learning, students were invited back to Marburn’s campus for in-person learning while following state and local safety protocols.

While some families were excited to have students learning in-person, others chose to keep their children home and take advantage of the continued virtual learning option. In preparation for hybrid learning where some students were at home and others on campus, the tech team provided televisions with webcams for every classroom so students at home could participate in lessons and classroom activities.

New technology and processes brought with it chal-

Director of Technology, Shane Spicer, helps students during a lesson with robots.

tech TOOLS Some of the tech tools that supported learning in the classroom over the past year and a half are still being used in classrooms today. lenges for everyone. Teachers struggled with audio issues, students worked through learning new programs, and the technology team handled troubleshooting for devices and programs that were sometimes completely new to them. Teachers introduced programs like Jamboard, a virtual whiteboard both students at home and those in-person could access, Formative (formerly Go Formative), an online quiz/test building program, and Edpuzzle, a video program that allowed teachers to add questions to pop up while students were watching the video. “I thought we would spend more time on professional development for technology with teachers than we did,” said Shane. “They were champs. They tried new programs and figured out the best way to use them for specific classes and lessons. They figured out how to dance together with virtual and in-person learning.” Shane also noted that teachers have continued to use many of the programs that were introduced during virtual learning now that students are back in the classroom.

COLLABORATION AND SUPPORT The tech team also worked closely with teachers to identify what was working well and opportunities for improvement. The initial plan was to use PowerSchool as the learning management system for the entire school, but the program required many steps for some assignments, creating challenges for Lower and Middle Division students. After receiving that feedback, the technology team collaborated with teachers to determine a solution that would work better for them, and they collectively decided to use Google Classroom for Lower and Middle Division

students while High School continued to use PowerSchool.

During the nine months of both in-person and virtual learning, Shane and Austin encountered some interesting situations. From a charging cord that was chewed by a pet bunny to students who were traveling and couldn’t get service to log on to classes, it was a year that brought about new challenges. In some cases, Shane or Austin would drive to a student’s home, collect their device from a parent (with sanitized, gloved hands and wearing masks), and sit outside the residence to fix issues with a computer or iPad. From Dublin to Pataskala, the tech team met students where they were to provide solutions.

By tracking devices, the tech team also discovered that students were attending class from all over the world. Students logged on from Chicago, Texas, California, and Oklahoma. A Class of 2020 graduate even sent his virtual senior video from Spain!

In the collective 15 years Shane and Austin have been at Marburn, they’ve implemented a system for maintaining devices and supporting the Marburn community with any technology needs, but the 20202021 school year was a year like no other. Their adaptability and rapid response to unprecedented and unpredictable situations was stellar. Technology will continue to advance and Marburn’s tech team will advance right along with it as they manage everything from missing chargers to upgrading every device to new operating systems. They are truly a team of two advancing innovation through technology at Marburn Academy.

Austin Kochs prepares laptops for remote learning.

Google Jamboard A digital whiteboard app to boost student collaboration and engagement. Teachers used Jamboard as a way to collaborate in the classroom with students who were learning remotely.

Labster An interactive, virtual science lab with simulations to support investigation. Science teachers used Labster to engage students with virtual science experiments when they were unable to be in the classroom.

Edpuzzle A platform for sharing existing or created videos with students that allows teachers to set up segments where the video pauses and a question pops up for students to answer. Lower Division teachers used Edpuzzle to track engagement and understanding as virtual and in-person students watched video content.

Formative (Formerly Go Formative) An online testing and quiz builder used

by Middle Division and High School that allowed students to take quizzes and tests both in the classroom and remotely.

Loom A screen recording software. Students used Loom to record work that was being done on their screens that could be instantly shared and edited with teachers to ensure they were fully understanding the lessons.

FlipGrid A video discussion software used by teachers and students to spark a discussion and enhance social connections.

Bitmojis A big hit at every grade level, Bitmojis were a fun way for students to create characters to represent themselves and connect with other students.

Marburn Magazine 2021 18

INNOVATION

S P E C I A daptations L S

Lower Division student, Sammy, takes aim during archery in gym class.

19 Marburn Magazine 2021

A bike unit in collaboration with the New Albany police teaches students bike safety.

BY LIESL HUENEMANN, ACADEMIC DEAN Due to safety protocols during the 2020-2021 school year, specials teachers had to shift the way they provided content and support to students. In a typical year, students leave their classrooms and head to places like the gym, music room, or theater for specials classes, but in order to avoid groups of students gathering together, specials teachers took their lessons to students last year. While there may have been some instances of paint on a classroom floor, specials teachers did an incredible job of adapting!

TECHNOLOGY

Technology teacher Kenny Pargeon supported the school in a variety of ways last year. Not only did he work with students on coding projects, including designing and 3D printing their own bubble wands, he also supported teachers across the building with technology for additional needs due to virtual learning and was a substitute teacher in some classrooms.

MUSIC

Music teacher, Rachel Ammons, got creative as Middle Division and High School students, who were unable to play instruments, studied various genres of music history. During February’s Black History Month, Rachel introduced a unit on jazz, hip hop, and rap music where students created presentations of their favorite musicians. Lower Division students used Chrome Music Lab to make their own beats, rhythms, and songs and also made music with

rhythm sticks and BoomWhackers. They even made their own clappers out of recyclable spoons.

ART

While art teacher, Sally Sayre, had to make the art room mobile by rolling all of her materials around on a cart, students were still able to be creative. Art projects focused on pieces that could be completed at student desks with their own materials. Projects included papier mâché animals, accordian books, loom weavings, and the wildly popular sock monkeys, complete with a runway fashion show!

PHYSICAL EDUCATION

Charlie Marsden, Marburn’s health and physical education teacher and Joe Nichols, physical education teacher and Athletic Director, focused on outdoor space this year since the gym was unavailable as it was transformed into the lunchroom. Students went on walks, did yoga, and played field hockey, soccer, archery, and ultimate frisbee, while virtual students completed cardio and strength routines at home.

DRAMA

Lower Division students used creativity games to think about characters, costumes, and scenes with drama teacher, Kevin Fish. Middle Division and High School classes focused on stage design and story building, as they were unable to act out pieces due to spacing.

Marburn Magazine 2021 20

SUSTAINABILITY

strategic plan In 2017, Marburn’s Board of Trustees adopted a four-year strategic plan entitled Framework for the Future.

The plan’s four pillars include: • Optimize the Student Profile (Read more on next page.)

• Provide Innovation and Leadership to the Industry • Expand Community Connections and Outreach • Create Long-term Organizational Sustainability In the past few years, each of these pillars has been reviewed, expanded, clarified, assigned, and addressed. While some of the initiatives are ongoing, it is gratifying to see each of these goals and objectives being adopted into Marburn’s organizational playbook and becoming a critical resource used in decision-making and informing directional growth.

In late 2020, a board committee began the process of engaging the next Strategic Planning partner to help set priorities, focus energy and resources, and ensure stakeholders are working toward common goals in Marburn’s next chapter.

After wading through many proposals submitted in response to a Request For Proposal (RFP), Marburn chose Mission Matters Group to help outline and craft the school’s next strategic plan.

Joe Olwig and Shaun Lee of Mission Matters Group, located in Wildwood, Missouri, were selected as a natural fit for the Marburn community.

“They were the right choice for us,” said Head of School, Eldrich Carr. “They are committed to unlocking the potential of the clients they serve—helping to create a clear and compelling vision and developing an operating system to gain traction to reinforce and nurture a healthy work culture. They approach their work putting people first, which resonated with us”.

All stakeholders will be afforded an opportunity to weigh in and have their voices heard as part of the strategic planning process. The draft plan, which is to be adopted at the beginning of the 2022-2023 school year, will be released in the spring of 2022.

Stay updated on Marburn’s strategic plan:

MARBURNACADEMY.ORG

21 Marburn Magazine 2021

WHOM WE SERVE Results Delivered:

MARBURN ACADEMY STUDENT PROFILE

Marburn Academy’s student profile is used as a tool to evaluate whether the organization is able to meet the needs of prospective and current students. Assessing whether prospective students are a fit for our program, or continue to be a fit in the case of current students, is a complex and sometimes lengthy process. However, it is one we take seriously as we endeavor to meet the needs of enrolled students, and to ensure that

those who are seeking enrollment are able to find success.

Admission to or continued enrollment at Marburn Academy is based on a variety of factors including but not limited to: evaluating whether the student meets the student profile guidelines, the student will benefit from our program, available space, and the student and family’s commitment to adding value to the com-

munity by being an active partner.

Marburn’s student profile and program are designed to support students for a minimum of two years. It is important to note that Marburn’s comprehensive program meets Ohio’s graduation requirements. Families may choose to continue enrollment while the program continues to meet the needs and supports growth of their student.

A Typical Marburn Student

Factors Warranting Further Examination

We Are Unable To Serve Students*

Learns differently primarily due to: • a specific learning disability in reading, writing and/or math (dyslexia, dyscalculia, dysgraphia) • ADHD • Executive functioning difficulties

Comorbidity is often seen in our student profiles. The secondary diagnoses listed below (that should not be the primary impediment to learning or need extraordinary measures) will warrant further examination to evaluate fit: • Autism Spectrum Disorder • Anxiety and depression (including self-harm and suicide ideation) • Trauma • Social Communication Disorder • Central Auditory Processing Disorder • Non-verbal Learning Disability

Who need extraordinary measures, modified curriculum and/or increased levels of support outside our scope of services.

Has average to above average intelligence on a norm-referenced test (ie: WISC), without a significant deficit in one area or subtest.

Has the ability to partner with instructors and administrators and follow direction.

Demonstrates a willingness and an ability to use provided tools and strategies.

Students with a history of school avoidance.

Demonstrates significant deficits in the executive functions of shifting and/or emotional control and/or demonstrates a severe deficit with executive functions of working memory and/or self-monitoring.

Who have a diagnosis outside those listed in the first column which is their primary impediment to learning.

Who have a diagnosis of • Moderate to severe Traumatic Brain Injury • Emotional disturbance • Oppositional Defiant Disorder • Conduct Disorder • Reactive Attachment Disorder • Intermittent Explosive Disorder • Disruptive and Mood Dysregulation Disorder Who have low levels of independence, are not open to feedback, are unable or unwilling to follow direction or display aggression that pose a safety risk to the community. *Exceptions may occur but are rare.

Marburn Magazine 2021 22

SUSTAINABILITY

Connecting with

the community

How does a new head of school get acquainted with a school when it’s not open to visitors? A series of Listening Tours was Marburn’s solution to help Head of School, Eldrich Carr get up to speed on the pulse of the community.

Through a series of virtual meetings with students, parents, faculty, staff, alumni, and community members, Eldrich asked a series of questions to expedite understanding of the culture and traditions that make Marburn uniquely Marburn!

Some of the questions included: • What are some highlights from this year?

• What were some of the most significant challenges from this year?

• What changes were made this year (policy, cultural, events, etc.) that you may like to be continued or discontinued?

• What factors outside of Marburn do you believe will impact your preparation for the 2021-2022 school year?

• As we head into the spring and summer, what can I do to support you and the community?

• What messages do you believe would be helpful for the community to hear?

• What constructive feedback do you have for me or the organization?

In addition to the series of Listening Tours, monthly virtual Community Check-ins were maintained as a way for parents to reach leadership in an open forum for questions and answers.

Through these sessions, several themes emerged that were reported on at the State of the School address in February including: • • • • •

Marburn Cares The Marburn Difference Accessibility Preserving our Past with an Eye to the Future Authentic Self

Check out the graphic below to learn more about themes identified from conversations Eldrich had as he connected with the Marburn community.

Eldrich will continue to engage in meaningful ways through meetings and conversations with community members to gather feedback that helps inform decision-making.

themes identified ACCESSIBILITY

Helping more students so every child may learn.

THE MARBURN DIFFERENCE

Our specialized approach.

MARBURN CARES

We see every child’s potential.

23 Marburn Magazine 2021

PRESERVING OUR PAST WITH AN EYE TO THE FUTURE Balancing the old and the new while bridging the two.

AUTHENTIC SELF We celebrate our differences and are proud and fierce advocates.

Middle Division student, Tia, focuses on an English Language Arts lesson.

ADVANCING

the Core CURRICULUM

Thank you to the Eleanor and Milton Percival Fund of The Columbus Foundation for supporting Marburn’s ELA curriculum.

BY LIESL HUENEMANN, ACADEMIC DEAN Marburn continually evaluates evidence-based practices and curriculum to determine learning strategies that will most benefit students who learn differently.

As a pilot during the 2020-2021 school year, English Language Arts (ELA) teachers in grades 1-8 introduced Wit and Wisdom from Great Minds, a comprehensive curriculum providing a framework for inquiry that helps students build rich layers of knowledge. It inspires teachers and students to experience complex texts and ideas on a deeper level by fostering the questioning spirit that will shape the next generation of great writers, thinkers, and leaders. Wit and Wisdom was fully implemented during the 2021-2022 school year.

After evaluating what Lower and Middle Division ELA teachers want and need in the core curriculum they teach, they determined the need for a curriculum that would emphasize all three writing types (informational, argument, and narrative),

provide fiction and non-fiction, teach vocabulary and grammar explicitly, and increase the amount of diverse voices our students would read and hear in texts. Upon review of their top options, teach-

ers assessed each curriculum resource’s usability, texts, and sample lessons.

ELA teachers also took into consideration how Wit and Wisdom pairs well with EngageNY, the ELA curriculum used in Marburn’s High School for the past two years, before determining to move forward with introducing it into the classroom.

In comparison to the previous ELA program, Wit and Wisdom offers units that are focused on a theme, in which the texts are based around. First through third grade centers on short stories, while fourth through eighth grade students typically read a novel per quarter. Students who used Wit and Wisdom through pilots last year enjoyed the texts and the conversation that followed from readings.

Marburn continues to push the needle on supporting students who learn differently though a comprehensive program that integrates consistency in learning through all grade levels.

Marburn Magazine 2021 24

GROWTH

FINDING success through SCHOLARSHIPs For some students, an early diagnosis of a learning difference is the key to finding support and strategies that can impact their lives forever, but the journey can sometimes feel like a roller coaster filled with unexpected twists and turns.

25 Marburn Magazine 2021

Rachel was enrolled at Marburn Academy in first grade, and this spring she’ll be one of Marburn’s Class of 2022 graduates. Rachel has found success, but her path was anything but typical. Here, Rachel’s mother Lisa Sereyka shares the challenges faced along the way and how Marburn was there for them when they needed it most.

Tell US about Rachel’s diagnosis and the start of her educational journey.

Rachel attended kindergarten at Columbus School for Girls (CSG) and was diagnosed with ADD and dyslexia at age five. Because CSG didn’t offer a specialized Orton-Gillingham reading program for kindergarten, I drove Rachel back and forth to Marburn for tutoring in phonemic awareness throughout the week. Rachel was beautifully accommodated at CSG with things like a seat that wiggled, a weighted blanket, occupational therapy, and a special hammock that allowed her to spin, however, all of these things set her apart from her peers in the classroom.

What was your experience like when you enrolled Rachel at Marburn for first grade?

I remember the very first time Rachel and I entered the doors at Marburn Academy, then on Walden Drive. There was a unique, beautiful, polychromatic saltwater aquarium. The fish seemed to greet us and invite Rachel in to be like them—a fish in water. It was evident from the first few moments at Marburn Academy, she was ‘home’. At Marburn, her new friends and classmates used many of the same tools she did, and it was normal—almost everyone used tools and accommodations to support learning. All of the specialized devices that once separated her from her peers, she

began to celebrate as a part of her uniqueness. She felt a bit like those fish—a little special and unique. Rachel felt like she belonged and had a wonderful first grade at Marburn Academy, where she swam, grew and prospered.

After first grade, you encountered some challenges. What happened?

Rachel’s father and I were divorced after her first-grade year, and I could no longer financially afford to pay for Marburn Academy. It was devastating. Rachel attended a public school, and I had to hire an advocate. Rachel did not have an Individualized Education Plan (IEP) in place until the school year was over, so she wasn’t getting the support she needed throughout the entire school year. Rachel was in such distress that the advocate strongly suggested I accept an offer for Rachel to attend The dePaul School for Dyslexia in Scranton, Pennsylvania.

time, was Marburn’s Director of Admission, just to touch base to determine if perhaps I could now afford Marburn. So many things had changed in eight years! Rachel and I toured the brand new, beautiful school building, got reacquainted with wonderful staff, and met some new champions for students who learn differently.

Mrs. Stevenson strongly encouraged me to fill out a financial aid application. She said there was funding now that wasn’t available when Rachel last attended Marburn eight long years ago. After completing the Financial Aid for School Tuition (FAST) application, we received notification that Rachel was awarded funding through the Jon Peterson Special Needs Scholarship Program (JPSN). I was in tears, but the deciding factor was the financial aid provided by Marburn. Rachel could return to Marburn and once again be that fish back in water. I could have filled that saltwater aquarium with tears of joy!

Rachel was enrolled at dePaul and stayed with my family from second through eighth grade. She only came home for holidays and during the summer. I traveled to see her, often through the night, and slept in a sleeping bag at rest stops just so I could be with Rachel. I attended every school function and meeting for six years. DePaul enrolls students through eighth grade, so when she returned home to Ohio, she was once again enrolled at a local private school for ninth grade. We quickly discovered the school was not equipped to support students with learning differences.

How has the scholarship funding impacted your family as well as Rachel’s education?

Without financial support, Rachel would not be able to attend Marburn and get the support she needs to thrive. When I asked Rachel what Marburn means to her, she said, “At Marburn, I’m supported and encouraged as a unique individual. I feel smart, and I fit in. Other teachers truly wanted to help me, but they just didn’t know how to teach the way I learn. The teachers at Marburn truly care and adapt teaching methods to the way students learn.”

As you considered re-enrolling Rachel at Marburn, what concerns did you have?

Marburn Academy was always our first choice, but it was simply out of reach for me financially. I kept receiving emails and letters inviting us to explore Marburn and attend educational events. I prayed. I prayed really hard, and then reached out to Celeste Stevenson, who, at the

Rachel will be graduating in the spring. What are her next steps as she considers opportunities after high school?

Rachel is currently deciding where she’d like to attend college as she pursues a career in the medical field as a surgical technologist, physician, or surgeon. I have full confidence that Marburn has set Rachel up for success in school and life.

Marburn Magazine 2021 26

Why We Give

GROWTH

Marburn alumna, Mara Dan-Weber with her parents Ana Dan and Paul Weber.

BY STEPHANIE STOVER TRENTON, DIRECTOR OF ANNUAL GIVING AND ALUMNI RELATIONS

“MARBURN WAS A BEACON OF LIGHT FOR US AT A TIME WHEN WE WERE IN A FAIRLY DARK PLACE. THE KINDNESS AND RESOURCES OF THE STAFF AND FACULTY THERE WILL STAY WITH US ALL OF OUR LIVES. NOT ONLY DID MARBURN OFFER EDUCATIONAL ALTERNATIVES THAT WE DIDN’T KNOW EXISTED AT THE TIME, BUT REALLY APPROACHED OUR FAMILY, AND MARA PARTICULARLY, HOLISTICALLY. WE WORKED TOGETHER DURING THOSE YEARS TO MAKE SURE OUR DAUGHTER DEVELOPED INTO THE YOUNG WOMAN WE KNEW SHE COULD BE, IN ACADEMIC ACHIEVEMENT, SELF-CONFIDENCE AND SOCIAL WELLBEING. WE ARE PROUD TO CONTINUE TO SUPPORT THIS ORGANIZATION TO DO THIS IMPORTANT WORK.” –ANA DAN

27 Marburn Magazine 2021

By the time Mara Dan-Weber arrived at Marburn Academy as a sophomore, she had spent years struggling in school. Her confidence was nearly gone, and the mere thought of school was accompanied by an onslaught of anxiety.

Quickly, Mara began to flourish at Marburn; not without setbacks, but always with hope. For the first time in a long time, Mara started to believe she could succeed in school. She found friends and inspiration from her teachers. Her growth at Marburn made it possible to successfully move forward to college, and her achievements became a source of pride and relief to not only Mara, but her entire family.

Mara completed a Bachelor’s in Psychology and Gender Studies at Fort Lewis University in Colorado, and built a career in Social Work. Inspired by her time at Marburn and the teachers that so pos-

itively impacted her life, Mara recently decided to change course and is now a graduate student at the University of Vermont pursuing a Master’s in Education.

Mara’s parents, Ana Dan and Paul Weber, found Marburn to be exactly what they needed in order for Mara to thrive, but recognized that there are many families who could use additional support in order to make a Marburn education attainable.

Even as alumni parents, the family continues to generously support Marburn’s annual Gala by donating an auction package at their Vermont bed and breakfast, The Hyde Away Inn. In Ana’s words, “If our investment helps a single child have a moment of pride and hope and inspiration, we are wholeheartedly committed to continuing our support and encourage others to do what they can to make that a reality for as many kids as possible.”

A

C

ompany alling

What started as a simple conversation between spouses, has blossomed into a company-wide commitment, standing the test of time. When a former Marburn teacher came home with transformational classroom stories of growth and resilience, her husband, a director at IGS Energy, was hooked.

The idea of positively impacting an entire school of children who learn differently was something that not only sparked a personal interest but one that carried over throughout the company.

Those early conversations led to an initial investment by IGS to cover the cost of Marburn field day t-shirts for a year.

That commitment soon turned into a decades-old tradition. Today, you’d be

hard pressed to find a Marburn field day shirt without the recognizable IGS logo attached.

The partnership has grown beyond t-shirts throughout the years, with IGS serving as a corporate sponsor for Marburn’s annual Gala event and contributing toward the capital campaign gifts that helped to build our current school in New Albany. Along the way, many IGS associates have become personally invested in Marburn’s mission with donations of time and resources of their own.

We are grateful for the impact that IGS Energy’s commitment has made in support of Marburn’s students and families.

Marburn Magazine 2021 28

TOOLS FOR success

GROWTH

BY SKYLER PERRY, MARBURN SUMMER INTERN Impacting students on their educational journey to achieve success is one of the pillars of Marburn’s mission. The reach of that mission expands when students use the tools and skills they’ve learned at Marburn to impact the lives of others. Although Matthew Early only spent a few years at Marburn, the foundation of support he received has influenced how he approaches the students he now encounters in the classroom.

Matthew Early was diagnosed with ADHD and non-verbal learning differences as he approached pre-school and kindergarten.

After struggling in public school for many years, Matthew was enrolled at Marburn Academy in 2011 as a sophomore in high school. He felt that a “one size fits all” approach was being applied to his education in public school, which caused him to face challenges in the classroom.

At Marburn, Matthew felt that he received a more individualized and tailored form of instruction that helped him navigate his learning differences and education. Marburn also taught Matthew skills like organization, time management, how to advocate for his academic needs, and how to overcome his attention deficit.

After graduating from Marburn in 2014, Matthew attended Muskingum University where he received a bachelor’s degree in English and Communications. In May of 2021, he received a master’s degree in English and Creative Writing from Butler University. “I attribute much of my success in college and grad school to the tools I learned from the teachers and administrators at Marburn,” Matthew said.

Marburn also provided Matthew with a loving and welcoming place to learn public speaking skills, which will support his next goal of becoming a college professor, something he said he wouldn’t be able to pursue if it weren’t for the support he received at Marburn.

Matthew said, “The thing I love about most about Marburn is that they give you all the tools that you need to be successful and they support you the entire time you’re going through it.”

Matthew with Dr. Zebulon Highben, former professor and Director of Choral Activities at Muskingum University.

Because of Matthew’s time at Marburn and his knowledge of

“​​I attribute much of my success in college and grad school to the tools I learned from the teachers and administrators at Marburn.”

Matthew Early

29 Marburn Magazine 2021

learning differences, he has a different perspective on how he interacts with students. When he was teaching undergraduate students during his master’s program, he never hesitated to allow students to use accommodations. “I am infinitely more compassionate,” Matthew said. “Because I also struggle with things like ADHD, I know from watching the teachers who monitor and interact with certain students that I am a little bit better equipped to help those students.”

In addition to teaching at the college level, Matthew would also like to write a book of poetry and see it be published. Because of Marburn, Matthew is more prepared to flourish in his adult life and is excited to be able to bring a different perspective on learning to the students he teaches in the classroom. Through people like Matthew, the Marburn mission continues to drive positive change in our communities.

in May 2021.

Annalise Belt T’11 is entering her senior year of college

w

studying Nursing at Capital University.

Lauren Borton ‘T15 was accepted to join Flourish Integrated Therapy as an intern with their occupational therapist team during the summer of 2021. Lauren is a junior at The Ohio State University majoring in psychology and minoring in disability studies.

William Caldwell ’20 is currently enrolled at the Citadel Academy in Charleston, SC, and graduated from skills camp March 25, 2021.

Major Brian Carey ‘T89 retired from the Marine Corps and is currently a First Officer for United Airlines, flying Airbus 319’s and 320’s. Major Carey joined the Marburn Academy Board of Trustees in the summer of 2021, the first Marburn Alumnus to hold that role.

Jacob Cohen T’17 graduated from New Albany High School in June 2021 and will continue his education at High Point University in North Carolina with a Major in Psychology

Maya Cohen T’16 graduated from Bexley High School in the spring of 2021 and plans to attend Simmons University in Boston, Massachusetts.

Frank Ditullio T’12 graduated from The Ohio State University in May 2020 with a degree in human development and family science. A student-athlete on OSU’s fencing team, Ditullio had two Top 8 finishes at the MFC Championships to earn second team all-conference honors twice. He also earned Ohio State Scholar-Athlete and Academic All-Big Ten accolades.

Matthew Early ‘14 graduated with MFA in Creative Writing/ Poetry from Butler University May 2021.

Nicole Folzenlogen T’13 graduated from the University of South Carolina Beaufort in 2020 with a degree in Communications. While at USCB, Nicole was part of the production of By

The River, a weekly, 30-minute literature-focused TV series.

Jackson Keister T’12 graduated from Wittenberg University in the spring of 2021 with a Bachelor of Arts degree in Educational Studies. Following graduation, Jackson started a lawn care company in the Hilliard/Dublin area.

Cole Perry T’17 graduated with honors from New Albany High School in the spring of 2021. As part of his senior project, Cole developed a homework tracking app called “Prompt” to help students stay on top of their assignments. Cole plans to attend Rose Hulman Institute of Technology for computer science in the fall of 2021.

Ryan Riddlebarger ’18 recently accepted a position at Mount Carmel Hospital as a PSA. Ryan also serves as a Firefighter for Central Townships Joint Fire District.

Greg Thiel ’17 is a Junior at Ohio Dominican University, majoring in Criminal Justice and Law Enforcement.

Alumni Notes

Austin Arnspiger T’12 graduated from Glacier Bible College

Matthew and his parents celebrating his graduation.

“T” indicates the student’s year of transition from Marburn Academy.

Marburn Magazine 2021 30

GROWTH

Class of 2021 Marburn’s Class of 2021 overcame another year of adversity and found success as 26 graduates walked across the stage at Otterbein University’s Fritsche Theatre on May 23rd to accept their diplomas. Marburn faculty and staff led graduates into the theatre and past their families as they went to take their seats on stage. A welcome by Associate Head of School, Jennifer Martin-Gledhill, and opening remarks by Board President, Brian Hicks, kicked off the ceremony with acknowledgment of achievements for graduates and advice as they move outside Marburn’s halls.

The event featured speeches from each student as part of Marburn’s annual tradition that allows students to say thank you to the people who have supported them and to share reflections on their experience at Marburn Academy. Teachers, family members, and friends received accolades as 31 Marburn Magazine 2021

graduates recognized the contributions those individuals made throughout their educational journey.

While students noted funny moments and joyful memories about their time at Marburn, the sense of gratitude for the school and its commitment to supporting students was evident.

Head of High School, Brandon Zall, took a moment to recognize the Class of 2021 and their commitment to achieving success in education, and students walked across the stage to be announced and receive their diplomas. With the ceremonial turning of the tassel, students were officially recognized as Marburn Academy graduates. Closing remarks by Head of School, Eldrich Carr, focused on taking time to reflect on individual achievements while also looking forward to the future.

Congratulations to Marburn’s newest alumni!

26 graduates

15 9 2

15

Graduates chose to enter four-year college programs.

Graduates chose pre-career programs such as welding and aesthetician or entered the workforce.

Graduates chose to enter two-year college programs.

Front Row (Left to Right): Charlie Talbott, Myles Kelleher, Caroline Mason, Sam O’Malley, Samson Judd, Dillon Messick, Ben Anderson, Johnny Haring, Michael Bossenbroek, Isaac Edwards, Jacob Briggs, Alden Chawla Back Row (Left to Right): Sydney Belford, Mckenna Gordish, Ella Terry, Jeorgia Turturice, Reagan Drake, Quinn Caldwell, Owen Montella, Kate Donovan, Evelyn Hackworth, Ahmad Phillips, Madison Rinehart, Netanya Kaufman Not Pictured: Adele Gregg, Caroline Long Please note that this image was digitally created with individual photos of each student. No students were in contact with each other to create this photograph.

Marburn Magazine 2021 32

GROWTH

Saturday, April 24th marked Marburn Academy’s 39th Annual Gala: SHINE Online. And shine it did! $304,776 was raised toward student scholarships.

368 participants registered to follow along from the comfort of their homes enjoying pre-program entertainment, while participating in online auctions, lucky libations, and taking photos in the selfie booth. The hour-long variety show style program with host WBNS-10TV morning anchor, Angela An highlighted 2021 Honorees, Karen and Rick Milenthal.

Who were the stars who shone most brightly? The students, of course!

A series of videos featuring their work, their aspirations, and their newfound joy in learning were shared, which focused on Marburn’s mission and the drivers behind the work to support students who learn differently.

Special thanks to EVERYONE who made the event possible including our sponsors, in-kind donors, gift-of-learning donors, Host Committee, Gala Committee, presenters, MPTO, Panthers (big and small) and teams of people behind the scenes who made us shine.

2021

GALA COMMITTEE 33 Marburn Magazine 2021

Thank you to our 2021 Gala Committee: Crystal Carstens Audrey Glenn Pam Martin

Sara Martin-Fuller Julie Politi Lara Ray

Molly Tyger Kellie Winkle Sharon Wolfe

REVENUE & EXPENSES 2021 Fiscal Year

FUNDS RAISED:

$896,267 Excludes Gifts-in-Kind

TOTAL REVENUE: $9,789,059* *Includes Gifts-In-Kind

448

906

DONORS

GIFTS

52%

688

39

OF STUDENTS RECEIVE NEED-BASED FINANCIAL AID FROM MARBURN

BIDS MADE DURING 2021 SHINE ONLINE

CORPORATE AND FOUNDATION SUPPORTERS

DETAIL

TOTAL EXPENSES: $9,095,414 11%

Contributed Income (Donations)

Grandparents

Fundraising

Administration

8%

4%

9 34%

22

Foundations

89

%

88

Program (Academics)

Income

Expenses

1%

4

%

Alumni

%

Parents

Corporations

1%

Other

%

Earned Income (Tuition & Fees)

19

%

%

Alumni Parents

43%

Individuals

Contributions by Source

67%

Friends

Individual Giving Marburn Magazine 2021 34

OF DONORS

HONOR ROLL Thank you to the individuals, corporations, foundations, and organizations that support our mission. The following list reflects cumulative annual giving (cash, pledge payments, gifts-in-kind and soft-credits) received between July 1, 2020 and June 30, 2021. We have carefully prepared this listing but if you find a discrepancy please contact Laura Hirsch at Lhirsch@marburnacademy.org so we can make adjustments.*Please note this Annual Giving list does not include capital campaign or endowment gifts.

At Marburn we are grateful for every contribution to our mission- not only the financial contributors who appear on this list but the many volunteers who give their talents and time throughout the year.

FOUNDERS SOCIETY $50,000 +

$10,000 TO $24,999 Anonymous

Crystal and Tony Carstens John H. and Dorothy J. Inskeep Fund Dana F. Reynolds Fund Wayne E. and Mildred K. Smith Memorial Fund

Lisa and Jeffrey Edwards

Carolyn Wall and Scott White Sharon and Andy Wolfe

The Discover Brighter Futures Fund

LEADERS SOCIETY Kathlene and Brian Hicks

$25,000 TO $49,999

Christine and Tim Johnson Adam Stuart Linhart Memorial Fund Kathy and Steve Miggo Karen and Rick Milenthal Moritz Family Foundation The Miriam & Stanley Schwartz, Jr Philanthropic Foundation

$5,000 TO $9,999

Rhonda and Phil Anglim Anonymous Elizabeth Drotleff and Eric Chambers

Bev and Doug Donaldson

Jane Coleman-Porter and Bruce Porter Cathy and David Presper Lou Ann and Buss Ransom ‡ Sally and Bill Reynolds Kristen Sydney and Terry Sanders Jeri Block and Robert H. Schottenstein Sarah and Aaron Underhill

Amy and Jason Judd

35 Marburn Magazine 2021

Pam and Tim Martin Diana and Mike McGovern Marburn Academy Parent Teacher Organization (MPTO) Debra and Michael Parkes Kristi and Jim Perry Julie and Joel Politi

Bobbie and Alan Weiler The White Family Foundation Jane and Robert White Liz and Tom White Amber and Christopher Williams ‡ Deceased

BENEFACTOR SOCIETY Scott and Michelle Adams Alliance Data Systems, Inc. Ralph Anderson Anonymous (3) Bowling Green State University Jill and Laura Brady Lindsey and Tony Brigano Built to Lead- The Allen Group Liz and Eldrich Carr, III Beth and Steven Catlett Celtic Bank The Chaddock Group Chana and Cliff Chenfeld Elinor and Don Clark Polly and Carlos Clavijo Jamie and Jim Clouse Lauren Feibel Cohen and Bennett Cohen Columbus Jewish Foundation Kathleen and Steve Conkel Cooper Family Foundation Patricia and Joseph Dietz Jessica and Mark Ditullio Donaldson Plastic Surgery Trevor Donaldson Lucy Godman and Brent Duncan Suzie and Peter Edwards Envisage Wealth Rhonda and Charlie Fraas

PARTNER

Jennifer Martin-Gledhill and Matt Gledhill Lisa Newmark and Arnold Good Linda and Robert Gorman Suzanne and Steven Guy Kathy and Ronald Harter Karen and Steven Heiser Kevin and Susan Hollis Honda of America Manufacturing Huntington Laurie and Jay Jadwin Morgan Norvell-Johnston and Jeff Johnston Holly and Brad Kastan Susan and Chris Knowles Doris and Dan Korda Amy and William Largent Leo Alfred Jewelers/Amy and Jason Laudick Lincoln Financial Foundation, Inc. Living Freedom by Lara Ray Patti and Alan Masarek Beth Crane and Richard McKee McMahon Family Foundation/Laura and Adam McMahon Teresa McWain Bonnie and David Milenthal Muskingum University Nationwide Nationwide Children’s Hospital Lisa and Jeff Norris Alicia and Greg Overmyer

Eleanor and Milton Percival Fund of the Columbus Foundation Vikki and Preston Phelps Ann and Ron Pizzuti Suzanne and Gary Potts Susie and Charles Rath Lara and Nathan Ray Phil Rinehart Brad Roberts Cindy and Jim Roberts Stephanie and David Royal Sophie & David Rubin Foundation/Gloria and Martin Rubin Brooke and Charles Ruma Silver Family Foundation Stephanie and Chip Spires Suzy Steensen Patricia and Yaromir Steiner David Stolz Julie and David Tetzloff Thompson Hine LLP Mollie and Kerry Thompson Laurie Rinehart-Thompson and Tim Thompson Sarah and Don Turner Molly and Doug Tyger Ana Dan and Paul Weber Christine and Tony White Ann and William Wolfe Zook Family

Karen and Jerry Frengou Julie and Randy Friedlander Jenny and Mark Gams Trish and William Gianakopoulos Jill and Jim Harlan Laura and Mitchell Hirsch Shelley and Mark Horn Kristen and Jeff Huenemann Kristin and Joel Kallman‡ Shetal Parikh and Philip Landauer Carrie and Andrew Madison Elizabeth and John Martinsen

Nancy and Bruce Meyer Josh Milenthal Lisa Annis Neuhoff New Albany Country Club Marsha M. Olsen Kelly Hunter-Rice and Scott Rice Julia and Kyle Sebastian Joanne and Jim Spragg Celeste and Bill Stevenson Stephanie and Brian Trenton Deb and David Wiltshire Brandon Zall

$500 TO $999

Katrin and Phil Aldag Amazon Smile Richard D. Anderson Anonymous (5) Erin and Brian Barr Rannells Bauman Buckeye Vodka/Seth Warren Jane and Scott Burton Kimberly and Vic Buzard Churchill Downs Jodie and Jason Engle Joanna and Jason Ferrel

ADVOCATE

$1,000 TO $4,999

$1 TO $499

1837 Wine & Spirits Emporium Abercrombie & Fitch Irene Adams Laura and Charlie Aldag Rachel and James Ammons Billi J. St. Clair and Jon R. Ankrum Jan and Larry Annett Anonymous (25) Joan Anthony Tara Baker Lori and Kirk Bantz Stacy and Neal Baumeyer Maggie Bender Karen Bergeron Rabbi Harold Berman Diana Bloch Michael Borowitz Angela and Alvin Borromeo Byron and Joann Bossenbroek Family Fund/Joann and Byron Bossenbroek Box Tops for Education Sarah and Daniel Branaghan Teresa and Kevin Breitbach Dana and Joe Brennan Judy and Carl Brentlinger Brandi and David Burch Katherine McDonough and Ben Burwinkel Chris and Kristi Calkins Sarah Campbell Cardinal Health Foundation Carfagna’s Katie and Scott Chapman Cincinatti Zoo and Botanical Gardens Kathy and Art Clark Rosanne Clementi

Coca Cola Give Velma Coen Maya Cohen, ‘20 Sandra Cohen Colette and Frank’s Gluten Free Goodness Amelia Compton Kyle and Brian Cook Nathan Cooksey Mary Coppolo Shayna and Bryan Coss Karen Crist Susan and Douglas Dapo Lizabeth Darrah Elizabeth Davin Tina Szmania-Defluiter and John DeFluiter Abby and Mark DeFrancisco Dominique Micu Stan and Timothy Diersing Leslie Dilley Donna’s Delicious Dozen Ann and Mujo Driza Dueling Axes Margaret Dunder Kelly and Brian Dunlevy Vanessa and Carl Duson Sharon and Jim Edwards Kelli and Larry English Dr. Andrew Erkis Marlene and Emmett Ersley Janel and Tom Fanning Derek Fetko Frances Figetakis Shelly Casto and Kevin Fish The Five Party & Event Center Beth Grimes-Flood and Tom Flood Vickie and Jason Fomich

Julie Fontaine Alba Fromm Tia and Mark Gannon Anita and William Gardner Marjorie L. Garek Pamela P. Gartin Mary and Robert Gilbert Rebecca Lower and Nina Gipson Karen Gledhill Audrey Glenn Ann and William Glenn Maureen Godman and Richard Eversole Sara and Ryan Goerlitz Courtney Gonzales Graeter’s Ice Cream Susan and Robert Gross Mary Guiher Patricia M. Witman and Richard J. Gumina Ruth and Robert Hallisy Hand and Stone New Albany Angie and Drew Harris Donna Harter Max Haver Donna and Chris Hawkins Heidelberg Distributing Company Marguerite and Timothy Heron Katie Hess Marilyn F. Hess Susie Prince and James Hilborn Leigh Hill Julie and Chris Hinds Jen and Dave Hines Nina and Harry Hines Nancy and Richard Hobe ht-pet, LLC ‡ Deceased

Liesl and John Huenemann J X 2 Promotions, LLC Donna and Dale Jacobs Diana L. Jacobs and Chris Johnson Rita and Brian Jones Rosalind and Gary Judd K & T Window Cleaning Ellen and Rolf Kates Melissa Crespy and Larry Kaufman Marie and Mark Keister Lexi Kelley Kimarie Martin Photography April and Todd King Kings Island Gale and Steven Klayman Lisa Defendiefer and Todd Kleismit Jenni and Peter Kneuertz Sara Knight Austin Kochs Kathy and Ralph Larouere Sherri and Bruce Lazear Karen and Howard Levy Michelle and Jeff Lewis Roxanne and Jesse Lopez Lynn and Edward Luffey Lurie Family Charitable Fund of The Columbus Foundation/Nancy and Thomas Lurie Marina MacDonald Danita Marchese Charles Marsden Sara and Regis Martin-Fuller Laura and Jeff Mason Amelia and Bill McCarty Continued on next page

Marburn Magazine 2021 36

Leslie and Mark McClain Joel McCuen Nikki and Ryan Memmelaar Megan and Ben Menker Debbie and Jeff Meyer Lauren Miller Mollard Consulting Amy Stern and Kevin Morrin Ruth Myers Professional Education & International Scholars Program at Nationwide Children’s Hospital Simulation & Outreach Education at Nationwide Children’s Hospital Joseph Nichols and Family Barb Northrup Nathan Okuley Beth Olivieri Joyce and James O’Malley Stuart Oremus Jamison Pack and Jason Moore Patty and Greg Page Karen and Phil Page Terri Keegstra and Philip Painter Jennifer Beckinger and Ameet Parikh Rachel and Daniel Patton

Tracy and Khristopher Perkins Chris and Louie Peskay Sarah Hollis and Damian Petrescu Barbara and Jay Phipps Perry Pipes Judith Politi James Powers Pam and John Powers Katherine Prater Jodi Proietti Archana Ramanujam Chris Ramsey Karen and Jeffrey Rayburn Lee Anne and John Reat Jocelyn and Chris Reynolds Kirby Reynolds Sandra Riedl Rising Star Ranch Katie and Timothy Rooney Gayle and Kenneth Roy Ruth and Ken Rubin Amanda and Brian Runk Robyn Delfino-Russell and Devin Russell Rick Saines Megan and George Samonas Stephanie Sanders Jackson

Thomas and Matthew Savage Howard Schlezinger Cheryl Shaeffer Marilyn and Malcolm Shrimplin Dawna Shroads Skin Oasis Rebecca Skinner SKL Home Caroline Smith Snow Trails Wendy Sorenson Darrell Spegal Gina and Shane Spicer Janet Spigos Erin and Mike Staebler Dorene and Ryan Stander Rebecca and Gerald Stebelton Leslie and Tim Steger Sadie and Seyman Stern Sarah and Kyle Stevenson Joel Stewart Stile Salon/ Kelley Douglas Teresa Stuckey Diane and John Sumen Katie and Bill Talbott The Taylor Family

Linda Holvik and Philip Tetzloff Lauren Heller and Lloyd Thompson Thunderdome Restaurant Group Wyatt Tiffany Amy and Matthew Tyler Rebekah and Paul Van Dop Bobbi Sue Van Leuven Lillian Varney Kim and Nathan Vega Moira and Scott Visovatti Laurie Volheim Stacy and David Vu Tanya Walker Elizabeth and Kevin Weakley Ann and Clem Weidenbenner Linda Welch Sherri and Robert Whetzel Nicole Whitaker Sterling Wiggins Zoe and John Wilcox Diane and Gary Wilson Jennie Wilson Carole Wissman Angela An and Don Wolery Shari Wolfe

CAPITAL CAMPAIGN AND ENDOWMENT We’d like to recognize our donors who continue to make multi-year pledge payments towards our Capital Campaign and donors who made gifts to Marburn’s Endowment Fund and to The Earl Oremus Inspiration Fund. These visionary investments facilitated our move to New Albany and fund student scholarship awards in perpetuity.

Carol and Mike Anderson Anonymous (2) Polly and Carlos Clavijo Kathy and Mike Cullinan Jessica and Mark Ditullio Marjorie L. Garek

Kelly and Jack Grote Suzanne and Steven Guy Doug and Rebecca Hamilton Kathy and Ronald Harter April and Todd King Ruthanne and Charles Martin

Jan and Thomas McCain Lisa Annis Neuhoff Lisa and Jeff Norris United Titanium/Stephanie and Michael Reardon Gordon Sherman Krista and Jamie Williamson

TRIBUTE GIFTS Thank you to donors who made a gift in honor of a family member, memorialized a loved one, or celebrated a friend’s achievement.

In honor of Ben Burwinkel Sterling Wiggins In memory of Robert Garek Sherri and Robert Whetzel In honor of Ryan Goerlitz Sarah Campbell In honor of Steven Guy Jenny and Mark Gams In honor of Karen Heiser Professional Education & International Scholars Program at Nationwide Children’s Hospital Simulation & Outreach Education at Nationwide Children’s Hospital In honor of Samson Judd’s graduation Rosalind and Gary Judd In memory of Margie Lally Joan Anthony Jodi Proietti In memory of Samuel Luffey Lynn and Edward Luffey In honor of Will Martin Patty and Greg Page In honor of Karen and Rick Milenthal Rabbi Harold Berman Rosanne Clementi Carrie and Andrew Madison Bobbie and Alan Weiler Gala 2020 and Gala 2021 supporters and sponsors In memory of James T. Mussman Jessica and Mark Ditullio In memory of Earl Oremus Anonymous Polly and Carlos Clavijo Kathy and Mike Cullinan

37 Marburn Magazine 2021

Jessica and Mark Ditullio Kelly and Jack Grote Doug and Rebecca Hamilton Kathy and Ronald Harter April and Todd King Ruthanne and Charles Martin Jan and Thomas McCain Lisa Annis Neuhoff Lisa and Jeff Norris Gordon Sherman

In loving memory of Mike Riedl Sandra Riedl In honor of Bram Rubin Sophie and David Rubin Foundation/ Gloria and Martin Rubin In honor of Ruth Rubin Sophie and David Rubin Foundation/ Gloria and Martin Rubin

In honor of Nina Politi Debbie and Jeff Meyer

In memory of John and Minerva Silver Silver Family Foundation

In honor of Davis Raabe Kathy and Ralph Larouere

In honor of Siobhan Taylor Sterling Wiggins

Founded in 1981 Founders

Marjorie & Robert Garek

Founding Board

Jean Bowen Jerome Cohen Diane Cummins Philip Fankhauser Donald Feibel Liz Galbreath Marjorie Garek Robert Garek Phenon Kincaid Sara Jo Kobacker Frances Kopp Bobbi Lucas Charles Martin David Patterson Fred D. Pfening, Jr. Ann Pizzuti Peggy Schwartz George Skestos Bella Wexner David Yost

Heads of School 1981–1982 1982–1985 1985–1987 1987–2015 2015–2019 2019–2020

Board Chairs

1981–1984 1984–1985 1985–1986 1986–1987 1987–1988 1988–1989 1989–1990 1990–1992 1992–1995 1995–1997 1997–1998 1998–2005 2005–2006 2006–2007 2007–2012 2012–2013 2013–2017 2017–2021 2021–Present

Edward Mauer/Mearl Casky Allan Forsythe John Robinson (Interim) Earl Oremus Jamie Williamson Scott Burton (Interim) Eldrich E. Carr III

Robert S. Garek Charles Martin Sharon Dietzel Don Feibel August A. Cenname Ann Pizzuti Richard Bittenbender ll Bob Wetzel Allan Kerze Susan Sofia William Wickham William Jump Marjorie Garek Michael Young Craig Morrison Rick Milenthal Craig Morrison Brian Hicks Tim Martin

We have carefully prepared these listings, but if you find a discrepancy please contact Laura Hirsch at Lhirsch@marburnacademy.org so we can make adjustments.

Marburn Magazine 2021 38

Dedication through the

Decades

July 2019: Scott Burton serves as Interim Head of School

2002: Marburn begins Free Community Parent Seminars

2002 1994: Marburn becomes an Orton-Gillingham certified program May 1986: Kim Tegethoff is the first senior to graduate from Marburn Academy

1987

1996

1994

1996: Marburn begins offering Free Early Reading Screenings

Summer 1987: Marburn Academy moves to 1860 Walden Dr. September 1987: Earl Oremus begins as Head of School

1986

1987: Marburn’s Voyageurs program was formalized

1985

September 1985: John Robinson serves as interim Head of School

January 1982: Marburn becomes a 501(c)3 September 1982: Allan Forsythe begins as Head of School

Enrollment :

12 students

1982 June 1981: Marburn Academy Incorporates

1981

August 1981: Marburn moves into 1680 Becket Avenue September 9, 1981: Marburn is founded with Edward Mauer as the Head of School (Mearl Casky finishes the school year as Head of School) Marburn Magazine 2021 39

July 2020: Eldrich Carr begins as Head of School

2019

2021

2020

2021: Marburn’s community services impact 36,000 people May 2021: Marburn graduates largest class of 26 students!

Enrollment record!

302 students

2018

2017

2018 :Marburn Named Apple Distinguished School

2015 2011

2009

January 2017: Marburn Academy moves to 9555 Johnstown Road 2017: First athletics team (ultimate Frisbee) competes at state

July 2015: Jamie Williamson begins as Head of School September 2015: Groundbreaking at 9555 Johnstown Road

September 2011: Capital Campaign Begins 2009: Marburn’s 1:1 Laptop Program Begins

2011: Marburn enrollment - 154

Marburn Magazine 2021 40

Leading

from the

Heart

Marburn Academy Founders, Robert and Marjorie Garek

In 1981, two parents looking for a better educational option for their child decided to start a school that addressed the learning needs of students with ADHD, dyslexia, and other learning-based disabilities.

Marjorie Garek, one of those parents, was gracious enough to tell us the whole story.

How did Marburn Academy come to be?

Our journey into the world of special education began in 1971 when our oldest child showed signs of atypical behaviors. At age four, with the diagnosis of hyperactivity, we enrolled her in public school. By age nine, her doctors informed us that she had learning disabilities. We immediately looked for an appropriate local school, but soon we began to research boarding schools.

When multiple experts told us that she was too young for a residential, educational program, we found ourselves in an impossible situation.

Several parents, at the same time, were experiencing the same struggles.

They came over to our home one evening, and then and there, we decided to create a quality educational environment for our children.

What were some of the challenges you encountered along the way?

Our two greatest challenges were finding a Headmaster and securing a proper location. First, Bob and I placed an ad in The New York Times, reviewed applications, flew to N.Y. for interviews, and hired our first head, an Ed.D. from Massachusetts. Unfortunately, it wasn’t the best match. Enter Headmasters #2, 3, and 4. Then the Board of Trustees searched for #5... enter Earl Oremus. Earl came to Marburn with enthusiasm and innovative ideas. He also brought an extraordinary knowledge of a reading program called Orton-Gillingham. Needless-to-say, the OG program has served our school and (through our outreach programs) the community extremely well.

year with 16.

How did marburn academy get its name?

We were bidding on an old Columbus Public School building in northwest Columbus called the Marburn School. Although we lost the bid to purchase the building, we felt the name Marburn could still work for us. We thought the word Academy added some credibility and permanence to a new institution. We incorporated under the name Marburn Academy.

did your daughter thrive in the new learning environment?

When we started the school, our daughter had a diagnosis that aligned with the school’s mission. A couple years in, we received a more accurate diagnosis and realized that she would benefit from a more intensive residential program.

The Garek Family in the 1980s - (left to right) Debra, Robert, Elizabeth, Marjorie, Trisha.

Our second challenge was surprisingly and quickly resolved. At a small dinner party, we dined with the Superintendent of Columbus Public Schools.

Bob and I shared our mission, he believed in its importance to the community, and within weeks, we rented a beautiful, unoccupied, Columbus elementary school.

How long did the process take?

It actually transpired very quickly. It took three months, from the creation to the opening of the school. We incorporated the school in June of 1981, and opened our doors on September 9, 1981 with 12 students, ending our first

So, why continue to lead the charge after you decided it wasn’t the right fit for your daughter?

My heart told me that the importance of Marburn Academy to this city went far beyond one child. Thousands of young, talented students with learning

issues were being denied the opportunity to showcase their abilities without a very strong educational option in Columbus.

Our daughter left Marburn after her second year. We were determined to support both our daughter and Marburn, as one of our Trustees used to say, with our time, talents, and treasure.

What was it like doing this work with your husband by your side?

Bob and I had an amazing relationship. We knew each other’s strengths and supported them fully. Bob’s mind drew him to strategic planning and development, and mine to organization, marketing and mentoring. We always enjoyed and respected each other, so it was very easy to make a great team.

if Bob could see the school today, what do you think he would say?

If Bob was with us today, he would definitely be extremely impressed and thrilled for the many students Marburn has served. I can hear him appreciate the remarkable Founding and Advisory Board members. In addition, he would gratefully acknowledge the many Trustees, administrators, faculty and staff, over these many years, who have served with open hearts and minds. As for our beautiful new building, definitely a labor of love created by our most generous donors, Bob would hold this great achievement in a special place in his heart! Oh, and I guess he would thank me for persevering, and never abandoning our dream.

Throughout the last 40 years, what have you been most proud of in relation to Marburn Academy and what do you hope to see happen in Marburn’s next 40?

Before Marburn opened, Bob and I would brainstorm additional goals (dreams, really) beyond the creation of a quality school for students who learned differently.

A note written from a student to Marjorie to thank her for the contributions she and Bob made when founding the school 40 years ago.

First, because we were only interested in starting an “inclusive” private school, we were dedicated from day one to raising funds for scholarships.

Today, I am delighted that this continues to be a focus for Marburn. Second, we wished to disseminate information regarding practices that were working for our students and perhaps open satellite locations around the city. Third, we wanted to host National roundtable discussions with renowned educators and experts. Fourth, we were hopeful, with our acquired knowledge, now over 40 years, to produce research alone or with other individuals/ organizations and disseminate our learnings through books, workbooks, or apps. Fortunately, some of these original ideas have come to fruition.

Hopefully, they can continue on a regular basis.

As Board Member Emerita, I’m no longer active in the day to day governance of the school, but I feel today, we still have an important role to play in creating change in the field of Special Education. I believe it is long overdue for colleges and universities with Departments of Education to teach Orton-Gillingham to their graduate students. This reading approach works for students with or without challenges. It would make sense, to me, for our educational system to adopt such an amazing program that works! Think about the number of students it would impact nationally!

We have talked about Marburn’s expanding outreach program and I’d love to see us take a step further to address a growing crisis to help the 43 million ADULTS who cannot read and write! We cannot let our educational system continue to falter.

I know, I like to dream big! I’m always asking myself: what are the key issues and what can we do about them? It’s just how important work gets done.

Marburn students through the decades.

9555 Johnstown Rd. New Albany, OH 43054

“We are so incredibly grateful for Marburn Academy as it has brought out the best in our daughter. Not only has she made amazing progress academically, but she has also grown into a confident young lady who knows how to advocate for herself.”

-carrie given, Marburn academy parent