Evidence for Key Characteristic 4: Growth in Learning
Summary: Growth in learning is reflected in the readiness for transitions, acquisition of knowledge and skills, and meeting academic and non-academic goals.
Current Student Survey Insights:
Growth and Achievement: 67% felt supported when needed, and 50% noted that opportunities were available to give opinions about learning activities (2024 COGNIA current MS/HS Student Survey).
Family Survey Insights:
Preparedness and Support: 100% of families felt that lessons prepared their children for the future, and 90% noted that their children received support based on their needs (2024 COGNIA Family Survey).
Teacher Survey Insights:
Skill Acquisition and Support: 86% of teachers provided opportunities that aligned with learners' needs and used various resources to meet these needs (2024 COGNIA Teacher Survey).
Alumni Parent Comments — 2024 Survey:
”My daughter went to college COMPLETELY prepared."
"First it helped them get into good schools, then it enabled them to succeed."
"All three of my children were very prepared for college. In most cases their writing skills exceeded their peers in classes. One of my children is an English major in a highly ranked college and is set to graduate in June 2024. He recently stated that he is still waiting to learn something new that he didn't already learn from his English classes at North Fork School.”
Standard 24 Leaders consistently demonstrate skill and insight in considering a variety of information, choosing relevant and timely information, and interpreting data. Leaders make intentional decisions by consistently taking into account data and additional factors that have an impact on learners and staff members such as institution history, recent experiences, and future possibilities. EVIDENCE:
1. Growth Charts Indicating Completion of all assignments at each Instructional level:
2019-2020 1st Year
2022-2023 2nd Year
2023-2024 Eng I
2023-2024 Eng II + AP Lang
2021-2022 American Lit. (Eng III + Eng. II)
2022-2023 AP Lit
2. Differentiated Lesson Plans, which change each year to meet specific needs of students as cohorts move between each iteration of the same curriculum. EXAMPLES:2nd Year 2022-2023: Sept/Oct; Nov-Dec; Jan-Feb; Mar-April; May
3rd Year 2019-2020: Sept/Oct; Nov-Dec; Jan-Feb; Mar-April; May
English III 2021-2022: Sept; Oct; Nov; Dec; Jan; Feb-Mar; April-May
US AP History: daily syllabus 1.11.11-2.7.11;
AP Literature 2022-2023: Sept-Oct; Nov-Jan; Feb-Mar; April-May
3. 2024 NFS Test Data Document includes: Cohort Data Analysis Documentation; Grade Level Data Analysis Documentation; 7th-10th Grade ISAT Data; Analysis of SAT Results; Analysis of Advanced Placement ResultsStandard 25 Leaders promote action research by professional staff members to improve their practice and advance learning. EVIDENCE:
1. Quarterly staff lunch meetings to review and assess class cohort progress; review of needed iterations in the integrated curriculum plan to meet each cohort's need. Continual one-on-one conversations and "check-ins" on class and individual needs and performance progress/goals between teachers and between teachers & parents, as needed.
2. North Fork School pays for teacher initial training at week-long AP Institutes when students require a new AP class (US History; Modern World History; French; Language & Composition; Literature & Composition; Calculus; Statistics)
3. North Fork initiates and encourages seasoned teachers to participate as Raters in the College Board June readings of AP exams in their subject areas:
2024 AP Modern World History
2024 AP Language & Composition
Standard 26 Leaders regularly evaluate instructional programs and organizational conditions to improve instruction and advance learning. EVIDENCE:
1. Quarterly lunch meetings to review and assess class cohort progress; review of needed iterations in the integrated curriculum plan to meet each cohort's needs
2. Eleot observations every Semester, as well as informal teacher/class observations and discussions at the end of each Quarter to assess classroom and teacher needs.3. Teacher evaluations using Charlotte Danielson’s Evaluation framework, with follow-up discussions as needed
4. Curriculum review and purchase of new texts/books/materials, especially after an AP Institute training, where teachers receive a plethora of information on effective texts and sources.
Standard 27 Learners’ diverse academic and non-academic needs are identified and effectively addressed through appropriate interventions. EVIDENCE:
1. Parent/Teacher/Student conferences in October or November to assess student engagement and application of study skills at home and with extracurricular and other school/community activities and assignments.2. Student self-evaluations (sample 1; sample 2) and review with parents and teachers in March (end of 3rd Quarter) to measure their own goals, strengths, and weaknesses, and to plan for success in the final two months of the school year.
3. Student letter to the Editor of the local Star News after North Fork classes influenced her (normally shy, introverted) self-perception and allowed her to speak up in public about discrimination in the local school district and community.
Besides requiring more than 60 hours of classroom instruction per credit, NFS requires all students to demonstrate MASTERY of subject matter by completing all assignments to an “A” level before earning credit for the class. This does not imply that students will receive an “A” as a final grade. Class grades are based on a combination of exam and classroom performance, as well as on the required demonstration of proficiency through work on assignments.Written evaluations (sample 1; sample 2) are sent home to parents at the end of each quarter. Evaluations give a personal sense of each student’s academic strengths and weaknesses and indicate areas of improvement and suggestions for further work.
A scheduled conference in November or in March allows students to present their own self-evaluations to their parents and teachers, presenting their portfolio of work and assessing their own progress to date. Students also explain their plan to address any weaknesses at that time, so they may improve their skills in the final months of the year.
Standard 28 With support, learners pursue individual goals including the acquisition of academic and non-academic skills important for their educational futures and careers. EVIDENCE:
• Students always choose from a variety of research or analytical topics when required for History or English assignments, and English class students constantly choose personal topics for creative work, such aa poetry, narratives, interviews, application essays, etc. This creative work is published on the North Fork School website for each class every year and is always accessible in our archives HERE:
MS Student Pieces 2000-2024
HS student pieces 2000-2024Current Parent comments from 2024 survey:
”We appreciate the dedication and passion the staff bring to the subjects they teach. We also really enjoy the fall conferences. It is helpful to sit down with all the staff at the same time and notice patterns/tendencies across subjects. The staff all provide really thoughtful feedback at the conference and on report cards that help us understand how our child is doing both academically and socially.”
• Student self-evaluations (sample 3; sample 4; sample 5) and review with parents and teachers in March (end of 3rd Quarter) to measure their own goals, strengths, and weaknesses, and to plan for success (sample 6) in the final two months of the school year.• Students create Master Schedules that account for every hour of their week, and learn to find time for all their activities, homework, school demands ad personal time. They learn to adjust required work so they can enjoy their lives and spend time without inputs (cell phones, TV, video games, social media) for at least 20 minutes each day for personal growth and reflection.
• Students reflect and create goals for their future college needs and potential careers, assessing their interests and strengths, and learning that they can and will change each year, as we refine their lists of activities, awards, volunteer work, and jobs. Students learn that life is a process of growth and change, and that all plans encompass only what they know at this moment, to remove the fear of presenting a "descriptive written photo" of their strengths/weaknesses right now, and to reassess those in six months.
Standard 29 Understanding learners’ needs and interests drives the design, delivery, application, and evaluation of professional learning. EVIDENCE:
Staff comments from 2024 survey:
{on what you like best] "Complete creative control for teachers; supportive resource structure and flexible administration response to class needs; teacher lunch meetings 3-4 times per year to assess how all classes and students are moving forward together, small class sizes"
"I love that the North Fork School's curriculum is closely connected across subjects - for example, topics being covered in History closely relate to the material being read in English, which relates to the theme of the work being done in Art, which spans the time period of the play being performed in Drama, etc."
"I love that we are able to strive for excellence while adapting to the needs of individual students. I really love what we are able to accomplish with small group learning - camaraderie, safety, open discussion, growth mindset, achieving personal best, continual and ongoing communication with parents, support for large-scale and detailed student projects, a team atmosphere, and a genuine love of learning."
Professional development beyond the provision for and funding of AP Institute attendance and participation in AP scoring each summer, is up to each teacher, as North Fork School funding is limited by enrollment numbers each year. Occasionally, teachers participate in Professional development offered by the McCall-Donnelly School District.
Teachers do research, read, and share resources, which we all apply to our classes. However, since there is limited funding, we have a written but informal policy and process to document professional development that includes required and provided support for AP Institute sessions to onboard new AP courses.
Standard 30 Learners’ progress is measured through a balanced system that includes assessment both for learning and of learning. EVIDENCE:
In the beginning years of students' North Fork participation, Process is emphasized above product: grades are mostly effort-based in the first two years of our programs, and State or National Measures [ISATS, PSATS, and SAT tests] are evaluated as baseline evidence of growth.
Middle school grades (sample HERE) are assessed this way:
Participation, Attitude and Effort [30%]: An "A" is going beyond what teachers ask:
* having reread and marked the text with notes in the margins;
* asking for editing help from parents, alumni, & friends, then using that help to turn in your absolute best work to your teacher;
* offering opinions (and support for them) in discussions, whether they agree with the teacher's opinions or not.
An A student assumes responsibility for the excellent quality of every piece of work, by taking the initiative to ask teachers how to make tests/essays/pieces better and using the advice (skills list, Zinsser, Elements of Style) in every piece.
Participation/attitude [30%]
Vocabulary [15%]: 90% - 100% (average)
Timed SAT Essays [15%]: 5 - 6 (average)
Daily Revisions [20%]: turning in at least two revisions every class day
Editing [20%]: 8 email edits for students in other NFS classes; 15 peer edits
Grades and assessments transition through our High School classes (sample HERE) until they are more heavily weighted on product. For instance, in AP Language and Literature classes, grades are emphasized more on effort in Semester I and more on content in Semester II:
Participation = 30% (purely subjective, based on teacher perceptions of initiative, interest, self-motivation, & tenacity)
Assignments (two parts of grade):
1st Semester EFFORT = 20%; CONTENT = 10%
2nd Semester EFFORT = 10%; CONTENT = 20%
Vocab/Multiple Choice tests= 15%
AP Portfolio essay grades= 15%
Exams = 10%
As students mature and reach 11th & 12th grades, practice AP exams and SAT II essays, as well as results on Idaho ISATS and National SAT exams reflect growth and give us points for student self-evaluation and student/parent/teacher discussions.
Students who keep up a regular practice of turning in drafts of various assignments every class day always increase their standardized test scores between test dates. Those who procrastinate or put off revisions until the end of a quarter in time for "grading" do not move the needle on their standardized test scores as much. This is an obvious and effective way to engage students in taking responsibility for their own learning.
p.4 of a March student self-evaluation
Alumni Student comments — 2024 Survey:
“I loved how personable and invested the teachers/staff are towards students. I always felt looked out for and cared about in regards to my education and future. Marie specifically always motivated me and made me feel like I could do anything I put my mind to, which I think is extremely important for young, impressionable minds."
"The curriculum is incredibly rigorous and while my homework load is intense, I know that I am prepared for upcoming college courses. I also appreciate the small classroom sizes and intimate relationships with my classmates and teacher."
"Holding young students to high intellectual/academic standards, while finding ways for students to still be kids, and foster their creativity and fresh perspective. Marie was always pushing us to push ourselves and our assumptions to really understand where intellectual rigor can take you, and the power of intensely critical thought.”
Free verse by Adam Summerfield in the 1st Year Program
