Summary: Engagement in learning is demonstrated when learners are included, participate confidently, and have agency over their learning.

Current Student Survey Insights:

• Engagement in Learning: 67% of students felt that lessons made them want to learn new things, and 50% noted that lessons made them think in new ways ​(2024 COGNIA Current MS/HS Student Survey)​.

Family Survey Insights:

• Student Engagement: 95% of families felt that their children were engaged in lessons that improved their desire to learn ​(2024 COGNIA Family Survey)​.

Teacher Survey Insights:

• Learner Inclusion: 100% of teachers reported delivering instruction that considered learners' needs and interests ​(2024 COGNIA Teacher Survey)​.

• Standard 16: Learners experience curriculum and instruction that emphasize the value of diverse cultures, backgrounds, and abilities.

  Alumni Parent comments from the 2024 survey:

  "Compared to ordinary educational environment this school excels in all relevant categories.  Focus, discipline and engagement with fellow students, etc.  is commendable.  Content was good and books on reading list were fairly decent.   This offered students a reasonable introduction towards ... the need for critical thinking.  And that is at least a good place to start...   however, I think students should leave the school realizing that they still have not acquired the tools or skills for actual critical thinking.   If they graduate thinking they are actually critical 'thinkers' this can do more harm than good.   The school offers a good intro into the need for critical thinking ...  which is Great.”

  [on value for time/money spent]: "Time will reveal this answer, however..., given the incredible deficiency in the quality of public and even university level education in our country... any added benefit, especially with communication (writing, thinking, speaking...) will boost one's ability to compete and enhance one's world view."
  
  

  Staff comments from the 2024 survey:
  
  "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."
  

  All Core Program curricula (1st Year, 2nd Year, 2.5 Year, 3rd Year) are centered around understanding and appreciating the development, culture, values, and perspectives of diverse world cultures. These integrated Humanities programs give students a solid base from which they can develop their analytical and critical thinking skills in High school courses as they prepare for the deep intellectual work of college and work environments.
  
  The North Fork School English classes reading list, which spans courses from 6th-12th grades, show the depth and diversity of cultural inclusion throughout North Fork class years.
  
  

• Standard 17: Learners have equitable opportunities to realize their learning potential.
  
  Staff comments from the 2024 survey:

  “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.”
  
  Alumni comments from the 2024 survey:
  
  ”I profited from the small class sizes and challenging curriculum. I felt genuinely heard and understood during discussions. Assignments were tailored to my needs and interests which propelled my learning.”
  

  “The teachers are incredible mentors and the class sizes are small. The result is a truly priceless relationship with both teachers and classmates.”
  

  “I like the closeness of the teachers and students. My teacher knows exactly what I need to succeed, how I learn, if I'm not living up to my full potential, and more.”
  
  All students are treated to the same individual choice and attention in every class. North Fork teachers see themselves as personal academic coaches, guiding students across several years to their complete development as a unique critical thinker, with valued opinions and points which they can support.
  
  This confidence, build over 6-7 years at North Fork, is best realized after students graduate into college and the work world — this is why Alumni and Alumni Parent assessments and comments are so valuable for understanding the effects of a North Fork School education.
  
  

• Standard 18: Learners are immersed in an environment that fosters lifelong skills including creativity, curiosity, risk taking, collaboration, and design thinking.
  
  Alumni comments from the 2024 survey:
  
  "I learned a lot of information that helped me throughout life. I was challenged and engaged."
  
  "NFS is the reason I was able to thrive at challenging, competitive schools including a BA and MBA at two different Ivy League universities. The skills I learned at North Fork enabled me to have a creative and challenging career in tech, where communication, analysis, and synthesis are all critical."
  

  "I felt properly prepared for college-level writing. I also felt I had a really good foundation for college applications. I don't think I would have achieved my goals for getting into college without North Fork."

   

  "The North Fork School laid the foundation I needed to have a successful career in the technology sector - the integrated curriculum, advanced analytical thinking skills taught, and the high standards are all critical to my job today."
  
  "It's hard to quantify, even 12-16 years later, how The North Fork School best prepared me for academic and "real" life. At NFS, I learned to think in ways I never otherwise would have. I guess I "like" that it was a crucible for critical thinking, practical reasoning, communication, grit, and useful academic and interpersonal skills."

    

  While the North Fork School curricula comprise all aspects of students' intellectual and academic development in a gradual, systematic, training-oriented manner, teachers also see themselves as personal academic and life coaches for each student. Preparation for college applications, work interviews and expectations, and real-world application of skills is evident in every class, especially in the High School years.
  

  In English III (typically 11th grade), students complete all college application essays and applications, including the Common App, which requires them to collate, not only their HS classes and levels of those classes, but also all extra-curricular activities, awards, jobs, and honors. Starting this collation of personal attributes in 8th grade allows students to know what they need to add to their lives -- to explore in depth sports and activities and volunteer work that interests and creates a full picture of their future personal visions, so they can be ready when they must put those ideas on paper and explain to application committees why they want to move forward at a specific school or in a specific job.
  

  Younger classes prepare presentations, participate in debates, collaborate to enact the perspectives of historic figures, and present analysis through art, drama, and (this year) podcasts.
  

  AP Literature students (typically 12th grade) complete a "job" application and self-assess each quarter to request "pay" (extra-credit points). They must assess themselves on a rubric modeled on military "fitness reps" and it is eye-opening for them to see how appearance, teamwork, leadership, and other "hidden" traits affect a person review for advancement.

Standard 19: Learners are immersed in an environment that promotes and respects student voice and responsibility for their learning.

Alumni comments from the 2024 survey:

"I absolutely would want my own children to take classes like those at North Fork; the deep and mutually respectful relationships between teachers and students, together with challenging curriculum and emphasis on independent problem-solving, research, analysis, feedback, and revision provide an invaluable platform for education (and life!)"

"I spend a large chunk of my job communicating with customers and technical glitches with our brand partners and support team. I'm so grateful for my ability to write clearly and communicate issues in a time where people are email fatigued and miscommunication is common. Through my strong writing skills and work ethic. I can manage countless tasks and keep multiple teams on track so we can achieve our ever-morphing deliverables."

"North Fork school was critical to my academic success in college and later in life. Establishing a clear baseline of expectations and helping me understand my own learning style ensured I knew how to adapt to meet changing and increasing demands of future academic/intellectual challenges. Everything from mastering time management, to “how to learn” knowledge, to the fundamental academic learning, it inspired me to be a scholar rather than simply a student."

"I strongly feel that I would not be where I am today in my career without the preparation I received from North Fork School. I learned to be self sufficient and self motivated at an earlier age than some of my coworkers and friends. When reflecting on our secondary school experiences, I can confidently say that North Fork School prepared me better when entering college."

• 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

• 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 2000-2024

• Student self-evaluations (sample 1; sample 2; sample 3; sample 4; sample 5; sample 6) 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.

• 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.

•  Seniors complete a "job" application and self-assess each quarter to request "pay" (extra-credit points). They must assess themselves on a rubric modeled on military "fitness reps" and it is eye-opening for them to see how appearance, teamwork, leadership, and other "hidden" traits affect a person review for advancement.