Ash Fork School District

Building Real-World Readiness: Senior Mock Interviews in Action
Staci Martin, M. Ed.

Fourth quarter in Senior English took a deliberate shift away from traditional instruction and toward real-world application through a structured mock interview unit. While public speaking and communication are core components of the Arizona English Language Arts standards, this experience pushed students beyond academic expectations and into authentic workplace preparation.

Over the course of several days, seniors participated in multiple rounds of mock interviews, rotating between the roles of interviewee and interviewer. This repetition proved to be one of the most impactful elements of the experience. With each attempt, students demonstrated noticeable growth in their ability to maintain eye contact, speak clearly, and organize their thoughts into more complete and meaningful responses. Just as importantly, they began to sound less rehearsed and more natural: an essential skill in any real interview setting.

One of the more surprising outcomes of this unit was how quickly students adapted to the role of interviewer. Approximately two-thirds of the class initially performed more confidently as part of an interview panel than as the interviewee. When placed in the position of evaluating others, students showed strong instincts in identifying effective answers, asking follow-up questions, and recognizing the difference between vague responses and those supported with clear examples. This shift allowed them to better understand what employers are actually looking for and, in turn, apply those insights to improve their own performance.

As the unit progressed, students began to bridge the gap between academic skills and workplace expectations. They moved from giving surface-level answers to providing evidence-based responses that reflected responsibility, effort, and problem-solving; thus, demonstrating qualities that extend far beyond the classroom.

The culmination of this experience highlighted an important takeaway: success in interviews is not about perfection, but about preparation, clarity, and the ability to communicate one’s value. While this unit aligned with Arizona English standards in speaking and listening, its true impact reached further. Students were not only practicing communication skills, however, they were developing the confidence and awareness necessary to navigate real-world employment situations.

By the end of the process, students demonstrated growth not only in their speaking abilities but in their understanding of how to present themselves as capable, reliable, and ready to take the next step beyond high school.

Event Cancellation Notice
K–5 Family Plant Time

We regret to inform you that the K–5 Family Plant Time event scheduled for April 14th has been canceled due to a high number of staff members being sick.

What’s Next?

We plan to reschedule this event at a later date and will share updated details as soon as they are available.

Thank You

We appreciate your understanding and look forward to seeing you at the rescheduled event!

The Class of 2026 is excited to offer Cinco de Mayo Grams! 🌮🎉

Send a fun surprise to a friend, student, or staff member on May 5 for just $8 each. Each gram includes festive treats and goodies to celebrate the day!

📍 Order forms are available in the Ash Fork Schools Front Office
📅 Delivery: May 5
⚠️ Limited quantity available (only 96 total!)

Support the Class of 2026 and help make their upcoming events and activities possible—grab your order form soon before they’re gone!🎊

🌱 K–5 Family Plant Time is almost here! 🌱

Join us at Ash Fork Elementary for a fun evening of planting, creativity, and time together as a family. Come create something special and make a few memories along the way!

🗓 April 14
⏰ 4:15 PM – 5:30 PM
📍 Ash Fork School Multi-Purpose Room

This event is open to all K–5 students and their families—we’d love to see you there! Let’s grow something together. 🌼🌿

Throwback Shirts are here!
Rep your Spartan pride with vintage yearbook-inspired designs from the 60s, 70s, and 90s!

👕 $15 each
✍️ Add a name to the back for just $5 more
📍 Order forms available in the Ash Fork Schools front office

Each shirt features artwork pulled straight from the yearbook cover of that decade—perfect for alumni, students, staff, and longtime Spartan supporters.

Grab your favorite era (or all three 😉) and show off your Spartan history in style!

✨ Ash Fork High School Legacy Project: Beauty & the Beast ✨

We’re collecting formal clothing donations for students at Ash Fork Schools! These items will help our students shine at High School Prom and 8th Grade Promotion.

Donation Times:
• Weekdays: 7:15 AM – 4:30 PM (Front Office, through April 9)
• Special Drop-Off: Saturday, April 4 | 10:00 AM – 2:00 PM

Every donation makes a difference and is truly appreciated ❤️

Thank you for supporting our students!

🚨 Student Reunification Drill – Bus Barn Procedures 🚨

📅 Thursday, March 26, 2026
⏰ Early Release at 1:30 PM for all students
🚗 Parents may begin lining up at 1:00 PM

To pick up your student, please follow these steps:

➡️ Enter from 6th Street and follow signs to the Bus Barn parking lot
➡️ Stop at the Identification Check (bring your photo ID & reunification card)
➡️ After verification, proceed to Student Pick-Up
➡️ Your child will be brought to you for reunification

⚠️ Important Reminders:
• Only approved adults listed in PowerSchool can pick up students
• Make sure your emergency contacts are up to date
• High school students who drive themselves must still be checked out by an adult at the bus barn before leaving

Thank you for your cooperation as we practice keeping our students safe ❤️

🌟 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.