Ash Fork School District

🌟 ASH FORK COMMUNITY CLEAN UP DAY! 🌟

Let’s come together and make our town shine! 🧹✨

Join us on Saturday, April 25th from 10:00 AM – 1:00 PM as we work side by side to keep Ash Fork beautiful. Whether you can stay the whole time or just stop by to help out, every little bit makes a difference!

📍 Meet at the Ash Fork Library
(450 W. Lewis Avenue)

👨‍👩‍👧‍👦 All ages are welcome!
(Kids 12 & under must be accompanied by a parent)

🧤 What to bring:
• Comfortable clothes
• Closed-toe shoes
• Gloves

🔥 FREE BBQ LUNCH starting at 11:00 AM!

🥚 BONUS FUN: Find the hidden egg somewhere in town and win a cash prize! 👀💰

Let’s show some love to our community and enjoy a great day together. Bring a friend, bring your family, and let’s make it count! 💚

📞 For more info: 928-637-2774
📧 afdasecretary@gmail.com

#AshFork #CommunityStrong #CleanUpDay #SmallTownPride

Returning to Paper: How Binder-Based Learning Is Strengthening Thinking at Ash Fork High School- Staci Martin, M.Ed.

During the third quarter, English students at Ash Fork High School experienced a meaningful instructional shift. Across all four levels of English, classrooms transitioned from primarily digital workflows to a structured binder system centered on handwritten work, in-class thinking, and paper-based organization.

This transition was intentional and rooted in a clear goal: to strengthen students’ cognitive engagement, support mastery of Arizona’s Reading and Writing Standards, and prepare students for the ACT, Arizona’s statewide assessment administered each spring.

Research consistently demonstrates that handwriting supports deeper learning. Mueller and Oppenheimer (2014) found that students who write by hand show stronger conceptual understanding because handwriting requires active processing rather than passive transcription. Similarly, Van der Meer and Van der Weel (2020) found that handwriting engages broader brain networks associated with memory formation and learning. Emerging research also suggests that excessive reliance on digital tools and artificial intelligence can reduce independent critical thinking when students are not required to generate their own responses (Gerlich, 2023).

In response to this research, Ash Fork High School English classes implemented binders as a central learning tool. Students now maintain organized records of their reading responses, annotation work, ACT vocabulary development, grammar practice aligned to the ACT English test, and writing exercises designed to build depth and clarity.

This work directly aligns with Arizona standards such as 9–12.R.RI.02 (analyzing central ideas), 9–12.R.RI.05 (analyzing structure), and 11–12.R.RI.08 (evaluating arguments), as well as writing standards 9–12.W.01 and W.02, which emphasize evidence-based thinking and clear written expression. These skills are essential not only for success on the ACT, but also for college, careers, and lifelong learning.

Each week, students submit their binders for review. This process allows me to assess student growth over time and provides students with a visible record of their own progress. Rather than simply completing assignments, students are developing organization, accountability, and ownership of their learning.

Student feedback has reflected the impact of this shift. While the transition initially required adjustment, students have reported increased clarity, organization, and focus. Students shared, “I like having everything in one spot,” and “I don’t feel lost anymore.” Others noted, “This type of work makes me think,” and “It slows me down in a good way.” Several students also reported reduced stress and less physical fatigue associated with decreased screen time.

This shift reflects Ash Fork High School’s commitment to research-informed instruction and student-centered learning. By creating structures that promote active thinking, organization, and independence, classrooms are strengthening the foundational skills students need for academic success.

As students prepare for the ACT and continue developing as readers, writers, and thinkers, this transition has reinforced a powerful principle: meaningful learning happens when students actively engage with ideas, organize their thinking, and take ownership of their growth.

At Ash Fork High School, this work is helping students build not only stronger academic skills, but also the habits of confident, capable learners prepared for their futures.

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​As we head into the winter break, we wanted to share a heartwarming story that truly captures the spirit of our school community.
​Middle school is often a time of big transitions, and our 8th-grade promoting class recognized that their peers needed a moment to simply "unwind" and feel appreciated. Rather than focusing only on their own final year, these students have been meeting every Monday morning before school to plan something selfless.
​Following a fantastic Q2 Team-building event organized by Ms. Broehm, the 8th graders revealed their surprise: a holiday gift for every single student in the school. The energy in the room was moving—seeing the "seniors" of our building look out for the 6th and 7th graders with such kindness was a proud moment for all of us.
​We are so proud of the legacy of empathy and leadership this class is building. They’ve shown us all that a little bit of planning and a lot of heart can change the culture of a school.
​Happy Holidays!

📣 Early Release Reminder
Today, Thursday, December 18, all K–12 students will be released early at 1:30 PM.
Please plan accordingly for pickup and after-school arrangements.

Dreaming of Summer Melt and Sugarplums 🧚 💜 ❄️

Summer Melt at Ash Fork High School is a post-graduation support program designed to help graduates successfully transition into their postsecondary plans, including college, trade school, military service, workforce entry, or other pathways. While the program has existed intermittently in the past—with the most recent prior iteration ending in 2020—it was reestablished in 2023 and continues to evolve.

Data from recent graduating classes highlights trends in student outcomes. The Classes of 2024 and 2025 showed the highest participation in continuing education, followed by workforce entry, with smaller numbers pursuing military service or remaining undecided. Looking at the proposed post-graduation plans for the Class of 2026, continuing education again represents the largest group, with notable participation in workforce and military pathways.

The current group also stands out for its strong enrollment in Yavapai/MiCTED programs, particularly among students entering the workforce—many of whom are already earning degrees or certifications while still in high school.

Overall, the outlook for Summer Melt is optimistic. Through ongoing relationship-building, targeted student support, and collaboration with the advising team, the program is positioned to remain a meaningful and effective resource for supporting Spartan graduates in the years ahead.