About Us
Welcome to Marshall Elementary School!
At Marshall, we inspire and prepare every student to love learning, achieve ambitious goals, and make positive contributions to the world.
FOCUS ON EARLY CHILDHOOD EDUCATION
We have a strong pre-K program which has greatly benefitted the community. The program helps acclimate students to a classroom setting, places them on a track toward early literacy, and creates a solid educational foundation for students across a variety of subjects.
Focus on the Whole Child
With a school-wide focus on social and emotional learning (SEL), we create high-quality learning experiences by educating the whole child and meeting his or her social, emotional, and academic needs. Through this process, children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions. With strong social and emotional skills, our students will be able to set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
OPPORTUNITIES FOR ACADEMIC ACHIEVEMENT
At Marshall, we are proud of the opportunities we have created for our students to succeed. We have a strong relationship with Reading Partners and house one of the largest centers in the district. In addition, we offer many after school clubs, such as running, golf, and bike! We also focus on individualized learning, allowing students in small groups to work directly with their teachers on specific areas for 15-20 minutes per day.
Vision Statement
The vision of Marshall Elementary is to develop a confident and responsible community of learners where every student will achieve at high levels.
Mission Statement
The mission of Marshall Elementary is to empower a community of learners by cultivating a safe and supportive learning environment by partnering with families and delivering high quality instruction. We will intentionally hold ourselves and each other accountable to accomplish all academic, social, and personal goals.
