Randolph Elementary School

2010-2012 School Improvement Process Profile

 

TABLE OF CONTENTS

 

INTRODUCTION

Randolph School         . . . . . . . . . . . . . . . . . . . . . . . . .         3

Mission Statement         . . . . . . . . . . . . . . . . . . . . . . . . .         4

Goals         . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         4

 

PART I

Data on Existing Students

Students         . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         5

Table 1 Demographic Profile of Students . . . .           6

Table 2 Student Attendance Data  . . . . . . . . .           7

Academics         . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         8

Table 3         MAT Results Grades 3, 5         . . . . . . . .                  8

Table 4         ITBS Results Grades 3, 5 . . . . . . . .         8

Table 5         Reading Results grade 3  . . . . . . . .                  9

Table 6         Math Results grade 3 . . . . .  . . . . . .           9

Table 7         Reading Results grade 4 . . . . . . . . .         10

Table 8         Math Results grade 4  . . . . . . . . . . .          10

Table 9         Reading Results grade 5 . . . . . .                  11

Table 10         Math Results grade 5  . . . . . . . .                  11

Table 11         AYP Reading and Mathematics  . .                   12

Table 12          Report Card Reading Grades K-5 .                  13

Table 13         Report Card Math Grades K-5 . . . .                  14

 

PART II

Data on Instruction . . . . . . . . . . . . . . . . . . . . . . . .                  15

Table 14         Teachers’ Years of Experience  . . .                  15

Table 15         Teachers with Masters Degrees . . .         15

Special Classes         . . . . . . . . . . . . . . . . . . . . . . . . .         16

 

PART III

Unique Local Interests         . . . . . . . . . . . . . . . . . . . .                   19

Volunteer Programs         . . . . . . . . . . . . . . . . . . . .                   19

Parent Support and Family Involvement . . . .                   19

Climate Survey Summary         . . . . . . . . . . . .                  19

Table 15 Gallup Survey Results  . . . . . . . . . .                  20

 

PART IV

Existing Data About Community . . . . . . . . . . . . .          21

Connections to the Community  . . . . . . . . . . . . .          21

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Randolph Elementary School

Lincoln Public Schools/1024 South 37 Street/Lincoln, Nebraska 68510/402-436-1163

 

Dr. Wendy Bonaiuto, Principal

Mrs. Pam Hale, Coordinator

 

School Improvement Dates

2010-2012

INTRODUCTION

Randolph School

Randolph Elementary School was built in 1924, with additions in 1950 and 1952.   A continuous district plan of building maintenance keeps the building looking well kept and functioning as it should.  The building meets ADA requirements for accessibility, with an elevator, ramps and bathroom facilities.   The school currently consists of a gymnasium, a lunchroom and 29 classrooms – three of which are double size, such as the media center.

 

The two-level playground is well maintained, providing fields for soccer, softball, and football, as well as an area with playground equipment.  New playground equipment, purchased by the PTA and the district, was installed in 1994 and 1998.  In 2009, a swing apparatus was added to the playground for use with special needs students.

 

The landscaped berms along the upper playground, and the butterfly garden in front of the building provide shady, flowering green spaces.  Picnic tables, benches, and a commemorative brick pathway were added to the butterfly garden area in the front of the school in the fall of 2000, creating an outdoor classroom space. In 2009, Bright Lights, a non-profit summer enrichment program, added a “rain garden” in the southeast corner of the building as a water conservation project.

 

During the 2004-2005 school year Randolph relocated to a temporary site at Abbott Sports Complex, 7600 North 70^th Street.  The student relocation accommodated an indoor air quality project, comprised of installation of a ground loop heat pump including new heating and cooling; window replacement; complete fire sprinkler system; new lighting, flooring and painting; as well as an improved intercom network and many additional facilities update.  In the 2008-2009 an additional resource room was created in the basement storage area to provide space for a sensory room to address needs of special education students by providing space for our occupational and physical therapy programs.  During 2010-2011 facilities and maintenance installed additional wiring to support increasing usage of wireless and computer technology in the building.  In the 2011-12 school year, the interior of the facility was repainted.

 

 

MISSION STATEMENT

 

Randolph School . . . educating all children well.

 

This means we work together to develop children who are:

 

effective consumers of information, educated for the future in a multicultural world.

 

lifelong learners skilled in reading, writing, problem solving, quantitative thinking, physical activity, arts, music, technology, and proactive social/emotional skills.

 

responsible citizens of the world, who are concerned for the quality of life.

 

active students who develop a positive self image.

 

Our goal is to provide an academic environment, which includes:

 

A mastery of basic skills

A challenging curriculum

An emphasis on problem solving and thinking skills

The development of independent learning skills

Artistic creativity and an appreciation for the arts

The development of a healthy life-style

Technological opportunities and skills and

Models of treating all individuals with dignity and respect

 

Belief Statement:  It is our belief that by working together, staff, students, parents and community members share in the creation of capable, responsible citizens of our school and the world.

 

 

 

 

 

 

 

 

 

 

 

 

Part I:  Existing Data on Students

 

Students

Randolph School is the academic home of 475 students in grades K-5.   Students are organized in three or four classes at each grade level depending on student numbers.  Full day kindergarten started in the 2007-2008 school year.

 

Randolph School’s 475 students come from 366 families.    Fifty-nine percent are nontraditional families.   Forty-seven point two percent of the families qualify for free/reduced meals.  The increase to 47.2% families qualifying for free/reduced lunch support is a very significant increase over a few years.  In 2007-08 our F/R percentage equaled 27%.  By 2010-11, it was 47.2%, a 20% increase, which is still not enough to qualify for additional supports, such as Title 1.  By 2011-12, our school’s percentage of families qualifying for free/reduced lunch was 52%.

 

Currently, 25.8% of our students live outside our Randolph attendance area, and attend “on permit”. In 2008, neighboring Hawthorne Elementary was repurposed, causing a shift of students to other schools. As a part of that redistricting of boundaries, Randolph received seventy students.  Randolph School’s 2009-10 mobility rate was 11%, and 9.2% in 2010-11.  Average daily attendance for students at Randolph was 96% for 2010-11.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE 1

DEMOGRAPHIC PROFILE OF STUDENTS AT

RANDOLPH ELEMENTARY SCHOOL

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TABLE 2

ATTENDANCE DATA

RANDOLPH ELEMENTARY SCHOOL

	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
Average Daily Attendance	95%	95%	96.5%	96%
At Risk of Failure (> 10 Absences 1st semester)	1%	2%	5.5%	14%
Good Attendance (<1 day)	35%	21%	22%	17%
Perfect Attendance	17%	12%	16%	23%

 

Students participate in many service groups, clubs, and activities.   The Student Leadership Team is a select group of 5^th graders who serve as tour guides for visitors and organize service projects for the school. The Ambassadors, who are fourth grade students, serve as tour guides, organize service projects, book drives, and collections for charities.   Every 3^rd, 4^th and 5^th grade class sends two representatives to the Student Council, which decides themes for Spirit Days, sponsors the annual Kids CAN Food Drive, sponsors service projects related to recycling and supporting the butterfly garden project as well as joins with Ambassadors in service projects and sponsoring anti-drug and alcohol activities for “Red Ribbon Week”.  Students at risk of failure due to poor attendance are part of several interventions, including calls, letters, and conversation with them and the parents, as well as being part of the counselor’s “Rise and Shine” attendance group.

 

Randolph celebrates many all-school events.  On Elders’ Day honored grandparents and other adults important in the lives of our students visit school for special events.  Veterans are invited to enjoy school lunch as our guests on Veterans’ Day.   “Read Across America” celebrates Dr. Seuss’ birthday and everyone participates in a variety of reading-related activities.   At the biannual Book Parade, students dress as their favorite book character and parade around the school block.   The annual Student Talent Show highlights a wide variety of student acts and performances.  Classroom behavior and academic goals are established and recognized on an ongoing (daily, weekly, and quarterly) basis.

 

 

Academics

Gifted and high achieving students are challenged with the Differentiated Curriculum in mathematics and reading at each grade level.   Students with special learning needs receive support and services from the Special Education teachers and staff.   In addition, Reading Recovery instruction is provided for first grade students who qualify on a series of reading assessments. School-wide benchmarking using the Dynamics Indicators of Basic Early Literacy Skills is conducted three times per year to determine students who are performing at or below the 25^th percentile and will receive Response to Intervention (RtI) support in the area of reading fluency and comprehension.

 

TABLE 3

METROPOLITAN ACHIEVEMENT TESTS

Percentile Rank- Stanine

Grade 3 and Grade 5

2006-2008

 

TABLE 4

Iowa Test of Basic Skills (NPR)

Randolph Elementary – 3^rd and 5^th Grade Data

	Reading Total				Math Total
	2008-09	2009-10	2010-11	2011-12	2008-09	2009-10	2010-11	2011-12
Grade 3	65%	66%	75%	75%	63%	58%	66%	65%
Grade 5	63%	70%	71%	71%	61%	68%	74%	64%

 

 

TABLE 5

OVERALL READING PERFORMANCE

PERCENTAGE OF STUDENTS MEETiNG OR EXCEEDING STANDARDS

DISTRICT AND SCHOOL IN 3^rd GRADE*

 

	CRT	CRT	CRT	NeSA	NeSA
READING	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
All Students
District	83.5%	86.0%	76.4%
School	92.5%	84.0%	72.8%	83%
SES
District	73.3%	80.0%	69.4%
School	79.3%	70.0%	70.1%	75%
Special Education
District	57.4%	64.5%	64.4%
School	86.7%	55.6%	* <10 Students	54%

*Source: Nebraska Department of Education website

(Numbers were rounded to the closest tenth of a percent.)

 

 

TABLE 6

OVERALL MATH PERFORMANCE

PERCENTAGE OF STUDENTS MEETING OR EXCEEDING STANDARDS

DISTRICT AND SCHOOL IN 3^RD GRADE*

 

	CRT	CRT	CRT	NeSA	NeSA
MATH	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
All Students
District	89.0%	89.5%	98.7%	81.7%
School	95.5%	78.2%	97.2%	75%
SES
District	83.1%	81.7%	47.7%	70.0%
School	92.0%	70.0%	97.0%	64%
Special Education
District	75.4%	74.6%	97.0%	57%
School	93.8%	55.6%	* <10 Students	* <10 Students

* Source: Nebraska Department of Education website

(Numbers were rounded to the closest tenth of a percent.)

TABLE 7

OVERALL READING PERFORMANCE

PERCENTAGE OF STUDENTS MEETNG OR EXCEEDING STANDARDS

DISTRICT AND SCHOOLS IN 4^th GRADE*

 

 

	CRT	CRT	CRT	NeSA	NeSA
READING	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
All Students
District	87.0%	88.3%	81.1%	82.2%
School	97.0%	90.5%	73.4%	87.0%
SES
District	77.1%	80.3%	69.3%	72.2%
School	93.8%	76.7%	56.4%	84%
Special Education
District	58.7%	62.5%	90.6%	59.9%
School	* <10 Students	47.1%	81.3%	* <10 Students

* Source: Nebraska Department of Education website

(Numbers were rounded to the closest tenth of a percent.)

 

 

TABLE 8

OVERALL MATHEMATICS PERFORMANCE

PERCENTAGE OF STUDENTS MEETING OR EXCEEDING STANDARDS

DISTRICT AND SCHOOL IN 4^th GRADE*

 

	CRT	CRT	CRT	NeSA	NeSA
MATH	200-2008	2008-2009	2009-2010	2010-2011	2011-2012
All Students
District	84.1%	84.7%	97.0%	80.3%
School	86.0%	83.0%	95.0%	79.0%
SES
District	74.8%	75.0%	94.7%	71.0%
School	81.3%	66.7%	92.3%	80.0%
Special Education
District	75.4%	74.6%	96.6%	53.4%
School	93.8%	55.6%	* <10 students	* <10 students

* Source: Nebraska Department of Education website

(Numbers were rounded to the closest tenth of a percent.)

 

TABLE 9

OVERALL READING PERFORMANCE

PERCENTAGE OF STUDENTS MEETNG OR EXCEEDING STANDARDS

DISTRICT AND SCHOOL IN 5^th GRADE*

 

	CRT	CRT	CRT	NeSA	NeSA
READING	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
All Students
District	86.7%	84.9%	98.0%	82%
School	90.9%	76.1%	98.6%	82%
SES
District	83.1%	81.7%	71.1%	73%
School	92.0%	70.0%	75.6%	70%
Special Education
District	60.5%	64.3%	64.1%	59.8%
School	* <10 students	* <10 students	74.7%	67%

* Source: Nebraska Department of Education website

(Numbers were rounded to the closest tenth of a percent.)

 

TABLE 10

OVERALL MATHEMATICS PERFORMANCE

PERCENTAGE OF STUDENTS MEETING OR EXCEEDING STANDARDS

DISTRICT AND SCHOOL IN 5^th GRADE*

 

	CRT	CRT	CRT	NeSA	NeSA
MATH	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
All Students
District	89.0%	89.5%	98.7%	80%
School	95.5%	78.2%	97.2%	71%
SES
District	77.6%	77.0%	96.6%	69.9%
School	81.8%	76.0%	100%	60.0%
Special Education
District	60%	63.8%	91.4%	55.3%
School	* <10 students	* <10 students	94.0%	34.0%

* Source: Nebraska Department of Education website

(Numbers were rounded to the closest tenth of a percent.)

TABLE 11

ADEQUATE YEARLY PROGRESS (AYP)

READING AND MATHEMATICS

ALL STUDENTS

GRADES 3, 4, AND 5

 

		Reading		Mathematics
	Year	%	Rating	%	Rating
All students	2009-10	74.89	MET	98.22	Met
	2010-11	83.19	MET	73.53	Met
American Indian	2009-10	42.86	*	100.00	*
	2010-11	40.00	*	100.00	*
Asian	2009-10
	2010-11	75.00	*	100.00	*
White	2009-10	80.00	MET	100.00	MET
	2010-11	88.95	MET	99.46	MET
Black	2009-10	54.55	**	100.00	**
	2010-11	62.07	**	96.97	**
Hispanic	2009-10	61.11	**	100.00	**
	2010-11	73.68	**	100.00	**
Free/ Reduced	2009-10	66.32	MET	100.00	MET
	2010-11	75.22	MET	98.33	MET
SpEd	2009-10	55.56	MET	100.00	MET
	2010-11	61.54	MET	100.00	MET
ELL	2009-10	0.00	*	100.00	*
	2010-11	50.00	*	100.00	*

* group less than 10 students

** group less than 30 students

Federal Accountability (AYP) 2009-10 = Reading 51% proficient:  MET; Mathematics 67%: MET

Federal Accountability (AYP) 2010-11 = Reading 51% proficient:  MET; Mathematics 67%:  MET

Federal Accountability (AYP) 2011-12 = Reading –% proficient:             ; Mathematics     %:

Source: Nebraska Department of Education website

 

 

 

 

 

 

 

 

 

 

TABLE 12

REPORT CARD GRADES

READING COMPREHENSION – QUARTER 4

 

YEAR	GRADE	# STUDENTS	% BELOW	% AT	% ABOVE
08-09	K	72	11	68	19
09-10	K	81	6	81	7
10-11	K	79	8	78	14
11-12	K
12-13	K
08-09	1st	83	9	58	30
09-10	1st	68	8	54	34
10-11	1st	81	5	59	36
11-12	1st
12-13	1st
08-09	2nd	77	6	61	31
09-10	2nd	85	5	68	24
10-11	2nd	70	16	46	36
11-12	2nd
12-13	2nd
08-09	3rd	86	25	58	15
09-10	3rd	94	34	56	10
10-11	3rd	83	14	71	14
11-12	3rd
12-13	3rd
08-09	4th	74	20	54	26
09-10	4th	94	12	43	44
10-11	4th	71	8	51	41
41	4th
12-13	4th
08-09	5th	70	7	61	31
09-10	5th	72	15	51	33
10-11	5th	91	9	57	34
11-12	5th
12-13	5th

 

 

 

 

 

 

 

 

TABLE 13

REPORT CARD GRADES

MATHEMATICS COMPUTATION – QUARTER 4

 

YEAR	GRADE	# STUDENTS	% BELOW	% AT	% ABOVE
08-09	K	89	8	71	19
09-10	K	81	5	86	7
10-11	K	79	7	75	19
11-12	K
12-13	K
08-09	1st	83	9	46	42
09-10	1st	68	10	25	63
10-11	1st	81	6	53	41
11-12	1st
12-13	1st
08-09	2nd	77	6	47	47
09-10	2nd	85	6	41	49
10-11	2nd	70	2	34	63
11-12	2nd
12-13	2nd
08-09	3rd	86	8	33	58
09-10	3rd	94	16	32	50
10-11	3rd	83	7	57	35
11-12	3rd
12-13	3rd
08-09	4th	74	12	39	49
09-10	4th	94	16	32	50
10-11	4th	71	8	59	32
11-12	4th
12-13	4th
08-09	5th	70	14	41	44
09-10	5th	72	8	32	59
10-11	5th	88	21	28	51
11-12	5th
12-13	5th

 

 

 

 

 

 

 

 

PART II:  Data on Instruction

 

Instructional Staff

The certificated teaching staff is made up of 33 females and 5 males.  Seventeen of the thirty-six have earned their Masters Degree.  Years of experience range from one to 31 years, and are summarized in the table below:

 

TABLE 14

Number of Teachers and Years of Teaching Experience

Years of experience	1-3	4-6	7-10	11-15	16-20	21-25	>25
Number of teachers 2010-11	9	10	4	2	2	4	4
Number of teachers 2011-1	10	13	3	4	4	3	1

 

TABLE 15

Number and Percent of Teachers with Masters Degrees by School Year*

Year                        Number            Percent

2006-2007              8                        28.6%

2007-2008              5                        17.2%

2008-2009              8                        22.9%

2009-2010              7                        20.0%

2010-2011            11                        34.4%

2011-2012            14                        43.7%

2012-2013

*source:  Nebraska Department of Education

 

In addition to the 21 classroom teachers, Randolph School staff includes specialists in Art, Music, Physical Education, and Computer.    Randolph also has a Counselor, Media Specialist and a Gifted Facilitator.  There are 3 FTE (full time equivalent) special education teachers, as well as two part-time Reading Recovery teachers (.5 FTE each) and a full time Response to Intervention reading teacher. Not included in the above totals are personnel assigned by the district offices, such as Nurse (.5 FTE), two Speech Pathologists (1.2 FTE), Psychologist (.6 FTE), and two itinerant instrumental music teachers (.5 FTE total).  Classified staff members include 4 custodians, 4 kitchen staff, 2 secretaries, 1 secured entry monitor, 1 Response to Intervention para-educator and 11 para-educators, most of which have one-on-one assignments with high needs special education students.

 

All staff members have been trained in and are participating in our school wide discipline plan. A committee of certified and classified staff along with parent representatives, called the “Great Expectations Team”, gives input and guides activities to promote student learning.  Students are taught the expectations for their behavior in the school. The school’s Code of Conduct centers on five main words:  safe, respectful, honest, responsible, and courteous, which are explained to and modeled for students.  In 2008-2009 the staff began participating in training and implementing BIST (Behavior Intervention Support Team).  Three years into the program, over 50% of the staff has participated in the week-long district training and all staff members continue to be part of the monthly coaching and grade-level planning meetings.  The staff has worked with national and university consultants to learn effective and efficient behavior intervention strategies.  The result has been decreased discipline referrals to the office and increased learning time for students.

 

Our School Community Intervention Program (SCIP) is made up of a teacher from each teaching.  This team meets monthly and discusses ways to support and/or intervene on the behalf of students in need of academic, behavioral or emotional support.

 

Each teaching team and staff group has representation on our active “Safety and Security Committee” that receives training and conducts practice sessions to improve our staff and student responses to emergencies.  Our school has a Secured Entry Monitor (SEM) who serves as our first line of defense in screening and welcoming all visitors to Randolph School.

 

 

Special Classes

Students go to the Computer Lab every fourth day for 50 minutes of instruction.  They learn many applications from word processing to multimedia skills.  The computer lab houses 28 desktop eMac computers with operating system 10.4. Technology tools taught include word processing, Internet safety, keyboarding, multimedia projects, research, and skill practice. In 2010-11 the report card section over technology instruction was updated to align with national standards for elementary technology curriculum.

 

Randolph’s Technology Committee meets quarterly to plan education for staff members about using technology, to review the school’s needs, and to create a plan for upgrading hardware and professional development.  Randolph’s Technology Committee developed a multi-year plan to purchase and upgrade technology in the lab, the media center, and the classrooms.  All classrooms are wired for Internet access.   Our goal now includes more integration of technology into the curriculum and instruction, as well as training for the staff.

 

Randolph’s technology funds have put new equipment in the classrooms.  Currently, each grade level has document cameras and LCD projectors for use in classrooms.  Grades 3 through 5 subscribe to Accelerated Reader service for monitoring and motivating student reading.  The Special Education Department uses technology daily through five classroom computers, portable DVD players, iPod applications, computer switches, touch screen and voice response systems.  Equipment available in the computer lab or for check out to classrooms include:  Wacom Bamboo Tablets, Flip Mino video cameras, Clicker Response System, digital cameras, scanner and a color printer.  All classrooms have wired and wireless Internet access. In February of 2009, LPS Board of Education approved the purchase of a laptop computer for each certificated teacher and a mobile computer lab (25 laptops, carts and wireless router) in support of state testing and student learning for each elementary school.  Other student resources LPS supports include Docushare, eDisk, Google Docs, Technology Notebook and media resources.  Randolph School’s web site is http://wp.lps.org/randolph/.

 

The Visual Art program sees all students in classes every fourth day.   Students produce a wide range of art – sculptures, weavings, mosaics, banners, murals, and mixed media prints.   Our students’ art is sought after for public displays such as VIP businesses, community banner tour, the National Arbor Day Foundation, and the Lincoln Community Playhouse.   On display in our hallways are student-produced masks, collages, mobiles, sketches and weavings, as our students create art throughout the school year.

 

All students at Randolph participate in music class every four days.  General music instruction is focused mainly on singing, but students also play instruments and dance on a regular basis.  Chorus is offered to any fourth or fifth grade student that wants to join and has two concerts each year.  Beginning in fourth grade, students may take part in the strings program, which consists of group lessons and large ensemble.  In fifth grade students may join the band program, which also has group lessons and large ensemble rehearsals weekly.

 

All Randolph students participate in fifty-minute physical education classes every fourth day.  The emphasis in P.E. is life long health and physical movement.  Games, exercises, paced running, and skills assessments make up the P.E. time.  Every day, all students participate in walking or running two laps of the playground as part of building healthy bodies and active lifestyles.

 

Students access the media center individually and in class groups for book checkout and information literacy skills instruction. The media specialist collaborates with teachers to plan a wide variety of research projects and learning opportunities for students.   With the flexible library scheduling, the media specialist can be working with a class of students and others can use the research computers or check out materials.   The Media Center also houses a computer lab where students and staff can access library holdings in the school, district, or city via iPac, or conduct research via the Internet or available CDs.  Our Randolph PTA sponsors a summer library program for students to check out books, tapes, and videos as well as participate in weekly, literature based art and craft activities.

 

 

All students in grades K-5 meet biweekly for thirty-minute Classroom Guidance lessons with the Randolph School Counselor.  The curriculum covers a wide range of topics, which are developmental in nature (i.e. listening skills, study skills, conflict resolution, understanding and accepting diversity, etc.).  The Counselor also provides support for students, individually or in small group sessions, on topics like attendance, handling anger, or study skills/organization. In 2011, Randolph School’s counseling program earned the coveted R.A.M.P. (Recognized ASCA Model Program) designation from the American School Counselors’ Association.

 

Each day, a certified Therapy Dog accompanies the Randolph School Counselor to school. These dogs (“Hank” and “Sophie”) are used in a variety of ways to support students.  Individual students read to the dogs one-on-one on a weekly basis to improve fluency.  “Dog time” is included in reward programs and behavioral plans. Dogs are used to help de-escalate students who are upset.  The dogs also provide a welcoming, family atmosphere each day at Randolph.

 

Clubs for students are available through the support of our PTA, which runs the registration and helps the instructors with supervision.   Students in grades K-5 can participate in Chess Club, Nature Club, Girls on the Run, and Spanish Club.  In 2011-12 the Randolph Wellness Committee completed an inventory of student and staff health initiatives, and found Randolph met the Bronze and Silver levels of the wellness/health standards.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part III:  Unique Local Interests

 

Volunteer Programs

The University of Nebraska students are employed at Randolph as tutors through the “America Reads/America Counts” program.  Through the Foster Grandparent Program of Lincoln/Lancaster County, Randolph School employs “Grandma” Arlene Mattson for four hours each day to help primary grade students with reading and math skills.  In 2011-12, “Grandpa” Mark Potter, also from Foster Grandparents, joined our staff for six hours per day to assist students.  Each semester, approximately two dozen UNL students in their 297-level practicum are assigned to Randolph classrooms as teacher assistants for two mornings per week. These partnerships help our Randolph students and offer valuable experience to university students learning to be teachers.  We have a partnership with Our Savior’s Lutheran Church that brings volunteers into classrooms to help support student learning. Five Randolph students are matched with mentors through the LPS Teammates Mentoring Program.

 

Parent Support and Family Involvement

Parents take an active part in their children’s education at Randolph School, consistently achieving 98% participation at each semester’s parent-teacher conferences, and high participation for Curriculum Night.   Families turn out in force for community building activities such as Open House, Movie Nights, “Trunk or Treat” and Fun Night.   Parents and community members donated over 4,000 hours of volunteer activity at Randolph School the past three years.  A parent volunteer program exists to enhance the open library concept.   An active PTA meets monthly at school, and supports field trips and classroom projects, provides volunteers for class and school projects, and raises funds for purchases of computers, playground equipment and assembly programs.   Parents organized an adult crossing guard program in 1997 that continues today with the support of staff and parent volunteers.  It is a vital part of our students’ safety.  The annual “Bike Rodeo” safety program draws a lot of families with its focus on student and community safety.

 

Climate Survey Summary

Every three years, members of the Randolph learning community (i.e., staff, students and parents) participate in a Learning Climate Survey regarding thirteen characteristics of the school including safety, facilities, governance, student management, curriculum, instruction, achievement, morale, human relations, parent-community relations and multicultural climate, as well as an overall rating.  Randolph School’s most recent Learning Climate Survey was conducted in the fall of 2006. The feedback from parents, students and staff continue to reflect highly positive ratings in safety, student management, parent-community relations, human relations and multicultural climate.

 

The district replaced this climate survey with student participation in the Gallup Student Poll in 2009.  The Gallup Student Poll measures the hope, engagement and wellbeing of our fifth grade students.  Gallup’s research has shown that hope, engagement, and wellbeing are key factors that drive students’ grades, achievement scores, retention, and future employment.

 

 

TABLE 17

Gallup Survey Results
Randolph Fifth Grade Students

Gallup Student Poll	Hope:  The ideas and energy we have for the future, drives effort, academic achievement, credits earned, and retention of students.	Engagement:  The involvement in and enthusiasm for school, reflects how well students are known and how often they get to do what they do best.	Well-being: How we think about and experience our lives, tells us how students are doing today and predicts their success in the future.
2009-10	61%	79%	64%
2010-11	62%	78%	68%
2011-12	88%	97%	92%
2012-13
2012-14

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part IV:  Existing Data About the Community

 

Business Community Connections (formerly Ventures in Partnership):

Although the district no longer has a formal VIP program, Randolph continues a close association with many local businesses in a variety of ways.  Our business partners include:  Lincoln Medical Education Partnership (LMEP), McDonald’s, Olive Garden, Madonna Rehabilitation Hospital, A Street Market, and Runza.   These businesses and their employees provide financial support and donations to help our school meet the needs of our students and their families, as well as support our efforts in community wide events. In the past we have also used them as resource speakers, offering student incentives, providing meeting space for staff development, offering job shadowing, organizing student assemblies, and judging science fair exhibits. Our school families and community members participate in dining out opportunities for fundraising at McDonald’s, Runza, Don & Millie’s and Papa John’s Pizza.  Local companies (Valentino’s, Raising Cane’s, Taco Bell) offer certificates to students for various achievements throughout the year.  Randolph School welcomes new partnerships with Lincoln’s business community.

 

Connections to the Community

The flavor of our community is that of a “small town” neighborhood school.   Several generations of families have attended elementary school in this building since it opened in 1925-26.   Our 80^th anniversary event brought in many community members, as do annual events such as book fairs, family movie nights, “Trunk or Treat” activity and our “Fun Night” carnival.

 

Randolph School is located in St. Teresa’s parish, and partners with St. Teresa’s School to provide special education services for students.   Our Saviour’s Lutheran Church partners with our school health office to actively support students’ needs for emergency clothing or food.

 

Community business people volunteer through the Junior Achievement programs in our classrooms, and to become Teammates with specific students.  Our building and its grounds are used by athletic teams from City Parks and Recreation, Girls on the Run clubs and the YMCA to practice basketball, volleyball, and soccer.  Both Girl Scout and Boy Scout troops meet as Randolph on a weekly basis.

 

The Bright Lights Summer Learning Adventure program bases its multi-week program at Randolph School.  Over 1,100 children in grades 1-5 attend the special focus classes here each summer.  Bright Lights began its tenure at Randolph “in the heart of Lincoln” in the summer of 2008 an continues to this day.

 

Communication with the community is completed by maintaining a web site with information on all our activities, and a marquee on the front lawn to highlight events.   Other community connections include the 40^th and A Neighborhood Association and the Witherbee Neighborhood Association, which publish information about Randolph School’s activities and events in their quarterly newsletters.   The 40^th and A Neighborhood Association collaborated with Randolph School, St. Teresa’s School, and UNL students to design and paint Lincoln’s first street painting in front of Randolph School in the spring of 2009.

 

Randolph School is a great place to learn and grow!