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  Mission Statement  

The Mission of Marbury High School is to provide educational opportunities in a safe, caring, and productive learning environment in which each child will develop a lasting sense of self worth and a joy for learning.

  About The School  

School Profile

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The original Marbury School was established in 1910 in the Marbury community and employed three teachers. By 1917, a building for the school had been erected and the population had increased to seven teachers and fifty students. The grammar school located near the cemetery burned in 1919, which was the same year that the high school became accredited. In 1930, a new high school was built where Marbury Middle School is currently located and later in 1934 the building was expanded to accommodate grammar school students. the grammar school students had previously attended classes on the second floor of the bank building. Many students walked to school and others rode the train. On March 3, 1993, a tragic fire destroyed the sixty-three-year-old school building. A new school was built in the same location to house Marbury High School and Marbury Elementary and opened in September of 1994. In 2008, plans began for the construction of a new facility to house grades nine through twelve located on Highway 31 near Pine Level Elementary School. In 2009, Marbury Middle School was established within the same building as Marbury High School. In May 2010, Marbury High School held an open house in the new facility and held its first graduation. In May of 2011 there were 85 graduates and in May of 2012 there were 114 graduates. The school has continued to grow. In May of 2017, Marbury High School had 117 graduates. 


Mission Statement:

The mission of Marbury High School is to provide educational opportunities in a safe, caring, and productive learning environment in which each child will develop a lasting sense of self-worth and a joy for learning.


Vision Statement/Motto:

MHS not only stands for Marbury High School, but it also stands for our vision statement and motto for our school which is:  Motivation + Hardwork = Success  


Comprehensive Plan

Marbury High School

Comprehensive Plan

Marbury High School’s main focus areas are 1) Graduation Rate 2) Standardized Test Performance 3) Developing a well-rounded program that promotes academics, athletics, and other extra-curricular activities.

Graduation Rate

  • Advisement Period:  Advisement periods are held once during each first, second, and third nine week periods.  Homeroom teachers review transcripts, grades, and pertinent information from the school counselor’s office.
  • Peer-to-Peer Mentoring Program:  This program is designed to allow students to help each other with the demands of high school.  This program operates during bulldog periods and advisement periods.  Students help one another with social, informational, and emotional support.  
  •  Teacher Mentor Program:  Teachers volunteer to meet with at-risk/struggling student(s) every week for encouragement, organizational help, and grade checks.
  • Senior Mentoring Program: This program is designed for students who are struggling to keep up with the regular school program.  During Bulldog Period, these seniors are assigned to Mrs. Wilson.  As the senior sponsor, Mrs. Wilson checks their grades, assignments, and attendance weekly.  She helps the students coordinate with all of their teachers to ensure success.  The RtI program is also available after it has been determined the student needs even more support.
  • RtI Program:  The Response to Instruction program is an ASDOE program designed to meet the needs of all students.  Students who are identified as needing Tier 2 or Tier 3 services have access to the RtI coordinator on a regular basis. The coordinator and teachers monitor each students’ classroom progress carefully.  Accommodations are put in place and the teachers document the students’ progress.  All of the information is reviewed by the RtI Team each month.  Finally, recommendations are made based on all the data that has been collected.
  • Bulldog Enrichment Classes:  These classes are offered to all students who are struggling in a core class or they are in the RtI program.  Teachers offer remediation help and extra time to complete assignments.
  • Attendance Policy:  Students must come to school regularly in order to be successful in school.  Students may be denied credit for missing 21 days or more of school.  Consequences are applied through the administration for excessive tardiness and absences.  Mrs. Finch also requires truant students to attend Saturday School sessions once per semester.  Please visit the school’s website for a detailed copy of the Attendance Policy.

Achievement on Standardized Tests

  • Teaching Expectations: Marbury High School teachers undergo continuous professional development related to state standards, rigorous teaching strategies, best teaching practices, and classroom management.  They are observed regularly and are held to the expectations set by the principal.

o   Teachers are provided with in-school professional development in the form of Teacher Academies.  They also receive scheduled times to meet and plan with their departments.  Other classes are offered by the administration or department heads as needed.  Finally, teachers are encouraged to go to outside trainings when possible.

o   The administration strives to purchase up-to-date technology and relevant resources for the school.

  • Student Expectations:  All students are expected to attend school regularly so they can complete all of their required lesson assignments. Each student must adhere to all rules to ensure that they (and their peers) receive the highest quality education.  Finally, all assignments designated by each teacher must be completed.  Students who refuse to do their work receive consequences for this behavior through Mr. Harrison’s office.
  • Rigor and Relevance Framework:  This is a guide for all teachers to use as they plan and teach each lesson.  The framework helps the teacher provide the appropriate level of learning, ensuring that students are engaged in each lesson.  Finally, teachers are observed by the administration and each other in regard to how well they are applying the appropriate strategies and depth of knowledge.
  • Planbook.com: The administration purchases Planbook.com for every teacher.  This is a great lesson planning tool.  Please visit our website for lesson plans, homework assignments, and testing information. 
  • ACT Folders:  Each core 11th grade classroom has a set of practice ACT tests.  The teachers use them regularly to teach students test taking strategies.
  • Pre-AP and AP Classes:  These classes offer an extremely rigorous program.  AP students who make a qualifying score at the end of the year may be able to gain a college credit for the class. 

Well Rounded Program:  Every student is encouraged to get involved!

  • Academics:  Our academic program includes Pre-AP, AP, honors, and standard classes.  Core classes include English, math, science, and history.  Elective classes include Art 1, 2, & 3, Ag programs (horticulture, greenhouse production, and fish/wildlife), Spanish 1 & 2, LIFE, health, driver’s education, band, yearbook, career prep, theatre, creative writing, lit. novels, speech, art survey, robotics, psychology/sociology, ACT Prep reading and math. Students in grades 10-12 may also take advantage of ACCESS classes and classes at the Autauga County Technology School.
  • Athletics:  The athletic program offers boys’ and girls’ sports throughout the entire school year.  The following sports are offered at MHS:  Football, Volleyball, Basketball, Soccer, Baseball, Softball, Golf, Track & Field, and Cheerleading.  All students must try-out in order to make the teams.  Finally, we have a varsity athletic class period and two bulldog periods for all athletes.
  • Extra-Curricular Activities:

o   Clubs: BETA, National Honor Society, FFA, FCA, Art, Drama, SGA, Spanish, 1st Priority, Mu Alpha Theta. 

o   Band: Color Guard, Jazz Band, Marching Band

  • Bulldog Periods:  There are two activity periods each week.  The bulldog periods offer a wide variety of classes.  As previously explained, the Enrichment classes provide remediation help for struggling students.  Leadership classes are offered to students who need behavioral support.  The Assignment class is available to make-up work, study, or simply to get organized.  We also have a testing room for students who need to make up assessments.  All head coaches have access to their students during both bulldog periods all year.  Mr. Simpson has access to his band students all year as well.  Finally, the Supplement classes are provided for students who are achieving academically and behaviorally.  These classes have a broader scope of learning such as archery, health & wellness, book club, etc.  They also are designed to motivate kids to want to come to school.  Finally, Bulldog is part of our regular school day.  It is imperative that students remain in school during this time.  However, if a student needs to check-out, this is a prime time to plan doctors or dentists visits. 
  • Special Events:  Having fun is an important element in the life of high school students.  Marbury High School promotes fun events during bulldog periods, the Marbury’s Got Talent Show, and the Annual Field Day.  The SGA and various clubs take an active role in promoting student involvement as well.  All students are encouraged to participate in dress-up days, pep rallies, and other special events.  Finally, a variety of assemblies are provided throughout the year to promote graduation, Veteran’s Day, and alcohol and drug awareness.  

 

 


Literacy Plan

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MHS Literacy Plan 

Vocabulary Instruction                                                                                                           

One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension.  Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read in middle and high school.  Comprehension is far more than recognizing words and remembering their meanings.  However, if a student does not know the meanings of a sufficient proportion of the words in the text, comprehension is impossible (Sedita, 2005).

  • Depth-of-Knowledge: D.O.K. is the complexity or depth of understanding required to answer or explain an assessment related item.  All four levels must be incorporated into lessons and assessments regularly.
  • Context Clues: Good readers often use context clues to determine the meanings of unfamiliar words. They can locate other words and phrases in a passage that give clues about what an unknown word means.  Struggling readers who do not do this should be given direct instruction in how to effectively look for clues or definitions. (Sedita, 2005).  Students should receive daily practice using context clues to define difficult vocabulary or key vocabulary in the textbook/teaching material.
  • Word Walls: Word walls should be referred to often in the classroom setting instead of just being a marker on the wall. Blackowicz and Fisher (2005) concluded that students need teachers who create an interest in words, provide both direct and incidental instruction, and teach core vocabulary directly.  In order to develop deep understanding of words; students need to see, hear, and use new terms in many contexts.

o   What are word walls?  A word wall is an organized collection of words, definitions, and visual representations prominently displayed in a classroom.  This display is used as an interactive tool for teaching reading, spelling, and comprehension to students. 

o   What is its purpose?  Word walls have many benefits.  They teach students to recognize and spell high frequency words, see patterns and relationship in words, build phonemic awareness skills, and apply phonics rules.  Word walls also provide reference support and help students retain information during reading and writing activities.  It takes students an average a 24 times to retain a word long-term. 

Strategic Teaching

Strategic teaching is the process of incorporating purposeful planning, connected strategies, and explicit instruction to maximize the understanding and retention of content material (ARI, 2012).

  • The Rigor and Relevance Framework is our foundation for ensuring each lesson and assessment is appropriately rigorous.
  • Teachers will strategically teach lessons each day.  The following will be evident in every classroom:

 

o   Well-Prepared Lessons

o   Teaching and Establishing a Purpose for Literacy Skills

o   Applying Comprehension Strategies (Graphic Organizers & Before, During, and After, etc.)

o   TWIRL (talking, writing, investigating, reading, and listening)

o   Formative and Summative Assessments

o   Objectives, Agendas, and Student Assessment Dates will be updated and posted daily/weekly. 

  • Students will participate in some form of collaboration (reading, writing, speaking, or listening) daily with the exception of test days.

DEAR Time

Rationale: Sustained silent reading is an important skill for students to practice in order to learn how to focus on words over a long period of time.  This skill has proven results with helping students increase their test scores.

  • Students are required to read twice per week for 30 minutes.  The entire school participates in this activity during Bulldog Periods except for in-season athletes, band, color guard, etc.

Creed:

I am a productive, active member of Marbury High School 

As a member of this institution, I believe that motivation plus hard work today will equal success tomorrow. 

I believe in a good education, which is the gateway to my future accomplishments. Without it, I shall be lost. 

I will set my mind to the tasks at hand and work harder today than I did yesterday. 

Not only will I strive to achieve greatness within myself, but I will also strive to help my peers accomplish this as well. 

My path at Marbury and in life will depend heavily upon my attitude and actions. May they be honorable. 

I will strive to create and atmosphere of unity amongst my peers so that we may work together to solve problems inside and outside of the classroom. 

I will be trustworthy, charitable, and caring towards my peers, my teachers, the administration, and most importantly to myself. 

All of these beliefs I will uphold for I am a Marbury Bulldog! 


Marbury Student Expectations:

Motivated

Achiever 

Resourceful

Brilliant thinker

United leader

Real team player

You are expected to be successful


Alma Mater

On Autauga's Northern border
Reared against the sky.
Proudly Stands our Alma Mater
As the years go by.

Forward, ever be our watchword
Conquer and prevail
Hail to thee our Alma Mater
Marbury High, All Hail!


School Colors

Royal Blue and White


Mascot

Bulldog


"Bruno"


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