September Highlights

Randolph Learning Community,

After an extended break over the summer, the return of students, staff and families is something we always look forward to. This year felt particularly special as I walked the halls of our buildings on the first day of school. The energy and joy of our students and teachers is a feeling I will never forget. I am grateful to witness how far we have come over the past few years. A new chapter has started and it is only the beginning.

We had so much to celebrate in September and I have included a few of those highlights below. To read or see more positive news, I encourage families and community members to follow our district on Facebook and on Twitter. In addition, our Board of Education meetings are a great opportunity to learn more about other news and developments happening in the district. The input of families and community members are valuable, and public participation in meetings is an opportunity to hear new ideas and perspectives. If you are not able to attend a meeting in person, meetings can be accessed via live stream as well as after our meetings. More information can be found in the Board of Education section on our website.

As the month of September closes, we look ahead to October. On the 11th, we will host a staff development day focused on both professional growth and wellness. As we near the end of the fall athletic season, some of our teams may be competing for district and/or state championships. The new facility project on Bauer Field is expected to be completed by the end of the month, with the new science rooms at RHS scheduled for completion in November. Several events are scheduled for the community to enjoy including the drama program’s production of the Harry Potter inspired play Puffs, or Seven Increasingly Eventful Years at a Certain School of Magic and Magic which opens on the 21st and RHS Choir’s annual Poptoberfest on the 22nd. Our school buildings and parent teacher organizations have also been hard at work organizing events for the fall. There truly are so many opportunities for our students that it is difficult to list them all.

I wish everyone wellness and happiness as we start a new month of learning, and as always please be safe and be well.

Sincerely,

Jennifer Fano, Superintendent of Schools

Celebrating Hispanic Heritage Month

Celebrating Hispanic Heritage Month

Hispanic Heritage Month is recognized every year from September 15 – October 15. These dates were selected as Hispanic Heritage Month because many Latin American countries recognize their independence in the second half of September.

September 15, 1821 - Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua
September 16, 1810 - Mexico
September 18, 1910 - Chile
September 21, 1981 - Belize

Belize declared its independence from Britain and all of the other countries from Spain.

Randolph High School history teacher Katie Burke outlined the historical precedent of the holiday to help students understand the importance and significance of Hispanic Heritage Month.

According to Ms. Burke, “Hispanic Heritage Month was established by legislation sponsored by Rep. Edward R. Roybal and first proclaimed by President Lyndon Johnson in 1968. The commemorative week was expanded by legislation sponsored by Rep. Esteban E. Torres and implemented by President Ronald Reagan in 1988 to cover a 30-day period (September 15 - October 15). It was enacted into law on August 17, 1988, on the approval of Public Law 100-402.

Hispanic Heritage Month (HHM) celebrates the long and important presence of Hispanic and Latinx Americans in North America. A map of late 18th-century North America shows this presence, from the small outpost of San Francisco founded in Alta California in 1776, through the Spanish province of Texas with its vaqueros (cowboys), to the fortress of St. Augustine, Florida — the first colonial settlement in North America, founded in 1513, ninety-four years before the English landed in Jamestown, Virginia.”

In addition to the National Hispanic Heritage Month website, there are many ways that students and community members can celebrate Hispanic Heritage Month in a virtual world this year.

The Smithsonian Institute is offering events, performances, lectures and activities throughout the month that celebrate our nation's rich cultural heritage and history.

For a broader view of American history, the National Museum of American History allows us to see the formation of the modern United States from many cultures and peoples. This site also explores what it means to be an American, a theme that threads itself through many Humanities classrooms.

Students, teachers and administrators districtwide are celebrating Hispanic Heritage in many different ways. In some classrooms, lesson plans and activities are being developed using the tools provided by the official National Hispanic Heritage Month website. In addition, the National Endowment for Humanities has also published a teacher’s guide with links to lesson plans which are also being used. The Anti-Defamation League has also provided many ways that teachers can talk about Hispanic Heritage.

In addition to academic instruction, students have been actively engaged in projects and activities. Students in Team Harmony have been organizing a gallery walk near the RHS commons to honor the contributions of Latinx individuals. Randolph Middle School Spanish Natives worked on a project called "My Heritage--Mi Herencia" and another Spanish class at the middle school had students create Spanish guitars with images representing their Hispanic Heritage. Center Grove Elementary will be recognizing Hispanic Heritage month during their Friday Finale, morning music has pieces from famous Hispanic artists, and morning news passages are read recognizing the contributions Hispanics have made to our society. All Ironia Elementary students will be reading the children’s book “Just Ask” by Supreme Court Justice Sonia Sotomayor and discussing the importance of Hispanic Heritage. Fernbrook Elementary has organized opportunities for students to share their cultural heritage and videos are being shared celebrating the importance of Hispanic Heritage for students to reflect on. Shongum Elementary is utilizing the latest issue of Scholastic news which discussed a Caldecott winning Hispanic storyteller/illustrator, Yuji Morales, as well as extension activities that students can complete. These are just a few of the many amazing opportunities being provided to students throughout the district to recognize and celebrate the importance of this month.

We are grateful for the work of our educators to organize all of these lessons and events, and we look forward to the continued celebration as we enter the month of October.

First Day of School

2021 - 2022 Standardized Testing

The Start Strong assessments are intentionally brief, designed to maximize instructional time and quickly provide critical data to teachers and school leaders. These assessments provide schools and districts the flexibility to address students’ unique needs at the beginning of the school year. The Start Strong assessments are meant to aid educators and families in making decisions about the types of supports that students may need. The reports will be available to educators immediately after students complete the assessment. The assessments are not meant to replace any preferred assessment strategies being used locally but can be used to complement existing efforts to gather standards-based data (local benchmarks, writing samples, assignments, homework, etc.) at the beginning of the school year.

The New Jersey Student Learning Assessments for English Language Arts/Literacy (NJSLA-ELA) and for Mathematics (NJSLA-M) measures the extent to which students are on track to being college or career ready in each of the two respective areas. The test in English Language Arts/Literacy assesses student proficiency in reading and comprehending a range of grade appropriate material independently. It also provides a measure of how effectively a student writes when using and/or analyzing sources. The test in Mathematics measures student competencies in the major and additional/supporting content in mathematics for a grade or course, as well as student grade-appropriate mathematical reasoning and modeling skills.

Start Strong

Start Strong

Testing Window: 9/13 to 10/22

Testing is based on a subset of prioritized, prior-year academic standards.

Testing In:

ELA Grades 4-10
Mathematics Grades 4-8
Algebra I, Geometry, and Algebra II
Science Grades 6, 9, and 12

Testing is administered in approximately 45-60 minutes per subject area, and immediate results will be provided to educators through the assessment platform.

NJSLA

NJSLA

Other Assessments

Other Assessments

New Jersey State Graduation Proficiency Assessment

Grade 11
Testing Window: 3/14 to 3/18

NJSLA Science

Grades 5, 8, 11
Testing Window: 4/25 - 6/3

Dynamic Learning Maps

The alternate assessment for students with significant intellectual disabilities.

ELA & Math Grades 3-8, 11
Science 5, 8, 11
Testing Window: 4/1 to 5/17

Access for ELLs

To measure English Language Learners (ELLs) and proficiency in the English language.

Grades K-12
Testing Window: 2/14 to 4/8

New Facility Project on Bauer Field Progress

The new facility project on Bauer Field was approved as part of the 2018 referendum. In December 2019, blasting for the new facility project began. Upon completion of the blasting work, a bid was awarded to a general contractor in April 2020.

Members of the district’s leadership team toured the site of the new facility today which is expected to be completed in October. On the lower level of the new facility project, there will be four total team locker rooms, team restrooms, public restrooms, a concession stand, and storage for both athletics and marching band. The upstairs level will include a restroom, a multipurpose space, and a weight room.

Celebratory Achievements

Randolph High School Students Achieve Impressive AP Results in 2021

According to the National Center for Educational Accountability, an AP exam score of a 3 or higher is a strong predictor of a student’s ability to persist in college and earn a bachelor’s degree. Randolph has supported the growth of our advanced placement curriculum for more than a decade and recognizes the role that AP courses can have on college and postgraduate readiness.

Overall, Randolph had an impressive 759 AP exams taken in 2021. There was a fair amount of uncertainty during the year about what Advanced Placement exams might look like and how students would take them. Ultimately, students were allowed a choice in most cases to take the exam in paper at school or electronically at home. Most Randolph students decided to take the exam at school and the high school team offered all paper-based options available to students. Randolph students would not be deterred and demonstrated continued success on these tests as they have over the last decade. Randolph High School students had a passing rate of 82% on this year’s AP exams. In order to pass an AP exam, a student must earn at least a 3. This score, as recommended by the College Board, demonstrates that a student is “qualified” to receive college credit and placement. A score of 4 would demonstrate that a student is “very well qualified” (a college course grade equivalent of an A-, B+, or "B") and a score of 5 would demonstrate that a student is “extremely well qualified” (a college course grade equivalent of an A or A+).

Out of the 82% of students who passed their exams, more than half (56%) received a score of 4 or 5. In addition, Randolph had 12 students earn the prestigious AP Capstone diploma. AP Capstone equips students with the independent research, collaborative teamwork and communication skills that are increasingly valued by colleges. AP Capstone is comprised of two AP courses — AP Seminar and AP Research — and is designed to complement and enhance the discipline-specific study in other AP courses. Along with passing these two courses, students must pass an additional four AP courses to receive the College Board’s Capstone diploma.

The success on this year’s AP exams is a direct reflection of the caliber of our students and the dedication of our exemplary educators.

“Every year our students and staff amaze us with their performance on Advanced Placement exams,” said Jonathan Olsen, the district’s Director of Secondary Education. “Over the past decade, we have ensured all students have access to take AP courses if they desire to do so. As a result, many more students have opted to try at least one of these courses during their Randolph High School career. During what was an uncertain time last year, our students performed at an extremely high level given the circumstances. We applaud their work, our teachers who get them ready all year, and our parents that provide the necessary support so our students can excel.”

Randolph High School Receives National Recognition for College Success

The GreatSchools.org College Success Award recognizes and celebrates public high schools across the country that excel at helping students enroll and succeed in college. In 2021, 1,838 schools from 25 states won the annual College Success Award. In addition to winning this year's annual Award, Randolph High School has also been selected as one of only 1,770 schools across the nation to win the inaugural College Success Award Gold — an additional, elevated level of distinction to recognize schools that have a multiyear track record of college success. Awardees are selected based on available college preparation and post-secondary data provided by each state.

Learn more about the Award and this year’s Gold category here:

http://bit.ly/2VE9si6

Randolph Schools Ranked in the Top 4% of Districts Nationally by Niche for 2022

Niche is the market leader in connecting colleges and schools with students and families. With in-depth profiles on every school and college in America, over 140 million reviews and ratings, and powerful search and data tools, Niche helps millions of students and families find and enroll in the right school for them.

As a highly rated "A" district, Randolph has been ranked 478 out of 10,772 school districts in America. As one of the top 4.4%, Randolph was assessed based on the quality of our educators, academics, college preparation, health & safety, clubs & activities, and diversity.

Other rankings by Niche also place Randolph in the top tier for student athletes in America as well as for safety as one of the safest school districts in America.

To learn more about Niche's comprehensive methodology:

https://www.niche.com/k12/rankings/methodology/

Remembering 9/11, 20 Years Later

We Will Never Forget

We Will Never Forget

The 9/11 Memorial Garden at Randolph High School was dedicated by the Class of 2002 – 2005, and is maintained by grounds staff member Kyle Smith. We recognize all of those who lost their lives due to the tragic events on September 11, 2001 including Randolph residents Steven H. Russin, Francis J. Skidmore Jr., David G. Carlone and Jason K. Jacobs. You will never be forgotten.

Under the leadership of Supervisor of Security Harry Ruiz, Randolph Schools has built a safety and security team comprised of former decorated police officers. These elite professionals have had significant experience in all areas of law enforcement spanning several decades. While we will always remember where we were on 9/11, many members of our security team will remember that day much more vividly. From rescue operations at ground zero to emergency evacuations; members of our security team leapt into action on one of the most tragic days in American history as part of their duty to serve and protect others.

Harry Ruiz had just started his shift with the Dover Police Department on September 11. He was first dispatched to assist in emergency evacuation and medical efforts as incoming evacuees fled the city. State and local authorities began to mobilize different units, and there was a demand for supplies including personal protective equipment. Mr. Ruiz was part of the transport team to bring personal protective equipment to first responders and assist with search efforts at ground zero. “The national guard escorted us in through one of the tunnels into the city and I remember seeing New Yorkers lined up the streets with American flags and signs saying thank you,” Mr. Ruiz said. “You could tell that there was so much gratitude for everything the first responders were doing to try and help. You looked around and you could feel the New Yorkers presence of support. I think that anyone who responded that day or over the following days could really feel the energy of the people who showed up to just say they cared. In the midst of complete chaos and fear, it was incredible to see this sense of optimism. Through their actions, the city of New York was saying we got you and you can do this. They were just so thankful, and they were keeping us brave.”

When Mr. Ruiz got to ground zero, it was beyond anything he could have ever imagined. “When I was going in there, I kept thinking to myself how am I going to help? I was surrounded by extreme professionals going into what the responders referred to as the pile. They were also entering structures that could collapse at any time doing these massive rescues looking for anyone who may have survived.”

Bob Aquino was an officer working in Jersey City that day. He was in the process of making an arrest when the plane struck the first tower. After the plane struck the second tower, he handed the apprehended suspect over to the transport team and recognized that he needed to respond. He arrived at the world trade center site after the second tower fell where his work focused on getting as many people as possible to safety. He came home at 4:00 AM covered in soot to tell his wife he was safe, before returning to continue search and recovery efforts for several days. “I did some rescue and recovery with the bucket brigade, before I transitioned to working with the triage unit where I assisted with first aide and rescue,” Mr. Aquino said. “After the first day, the saddest thing about it was the realization that those who made it out, made it out. As an officer, you're trained to get the bad guy and there was always an accomplished goal. I think I went to ground zero with an unrealistic view that we were actually going to save people and we did save many people. However, I always recall that feeling of hopelessness that I wasn’t able to do more. That’s just the mentality you have in law enforcement is feeling like your efforts will bring about closure, and that day I just knew that there would never really be closure for what had happened.” In the following days of his extensive work at ground zero, Mr. Aquino spent the next week collaborating with specialized units on anti-terrorism efforts.

In addition to the work of Mr. Ruiz and Mr. Aquino, former law enforcement officers and Randolph security team members Scott Smith and Peter Nienstadt assisted in similar efforts to keep their local as well as the tri-state community safe in the wake of the attacks.

It's hard to believe that it's been 20 years. A tragedy of this magnitude creates a wound so deep that it leaves an indelible mark on the human conscience. We must never forget the people who died, the heroes who served, and the sacrifices that were made on that fateful day. However, we also cannot forget the triumph of the human spirit in the face of unspeakable tragedy. “No matter what obstacles or challenges we have endured in our history, we will rise, come together, and will move forward,” Mr. Ruiz said. “If there’s anything we can count on in this lifetime is that we will have challenges, but within those challenges we will have solutions and there will always be people who will rise up to help. During 9/11, first responders found solutions to such a catastrophic event and I think we as a nation need to learn from all of these tragic moments in history and just recognize that hope is powerful. In the aftermath of 9/11 they didn’t clear that site overnight. Search, rescue, and evidence compilation took a very long time, even years. But people unified and we got through it. There is always light, even when it is dark.” Mr. Aquino echoed that: “In that moment, nothing else mattered other than protecting life. We all came together in a way I haven’t seen people come together before and I think that speaks to the strength of others. During that day and the days immediately after, there was no divisiveness. I’ll never forget, on the second or third day we got off the boat heading home, there were a bunch of college kids lined up cheering for us. There was so much love even during that really difficult time, and I think the best thing that we can do right now to honor everyone who lost their lives that day is just to never forget. Not forgetting is an act of love, and we must always remember.”

Randolph Middle School Teambuilding

Sixth grade students participated in a special team building program. The opportunity gave students the chance to develop teamwork skills, learn what it means to be a part of a community, and make new friends. The activities were intentionally designed around social/emotional competencies, with the goal of helping all students acclimate to a brand-new learning environment. The program is thanks to the hard work and ingenuity of our sixth grade teachers.

“This sixth grade team building experience was put together by all of us. The idea was to help students as they transition from four different elementary schools,” Science Teacher Will Zagoren said. “We wanted students to feel welcome at the middle school, and our teachers thought that it was important for the students to have some sort of experience where they get to meet students from the other three elementary schools. By working together, the students got to become one community rather than being a part of their individual elementary communities they were once accustomed to. We did many fun activities including social emotional advisories in all subject areas. As our students will be with us for the next three years, we hope that the opportunities we were able to provide over the past few days will help them while they are at RMS, and also when they eventually transition to Randolph High School.”

Athletics & Arts Highlights

New District Leaders

Courtney Kopf

Dean of Students

Dean of Students

Over the summer, the district hired Courtney Kopf to serve as Randolph High School’s Dean of Students. In her role, Ms. Kopf assists in creating a school environment in which all students feel connected to and supportive of each other. She works to identify and help students who need support, while also assisting all students in navigating Randolph High School’s expansive academic and nonacademic programs, services, and offerings.

Ms. Kopf received her Bachelor of Science from Rutgers University. She also received her Master of Arts in Science Education and her Master of Science in Educational Leadership from Western Governors University. Previously, Ms. Kopf taught Biology at Belvidere High School where she was awarded Teacher of the Year for the 2019 – 2020 school year. She was also selected as Warren County Teacher of the year for the 2020 – 2021 school year. In addition to significant teaching experience spanning more than a decade, Ms. Kopf has experience as an Anti-Bullying Specialist and has served on numerous committees including Intervention and Referral Services, Social Emotional and Character Development, Technology, Affirmative Action, and more.

While her professional teaching experience is extensive and impressive, Ms. Kopf has been teaching and mentoring others since she was a child. “I have known that I wanted to teach for as long as I can remember. I grew up in an apartment complex where I was one of the older kids in the community, and I was sort of a teacher and mentor to the younger children,” Ms. Kopf said. “That was where I found my passion for teaching. From these experiences, I decided to become an educator because I loved to teach. I realized I could make a difference in education by helping students to love school in the same way that I enjoy teaching.”

When Ms. Kopf decided to become an educator, she decided to pursue a pathway in STEM. However, she learned quickly that teaching science was only one way she could help students learn and grow. “In high school, I discovered I wanted to teach science after I took biology, microbiology, and anatomy. I really enjoyed the subject matter, and this led to me pursuing a path as a biology teacher,” Ms. Kopf said. “I started teaching in January of 2006 and at that time, my only focus was on science. I was there to be a resource for students and create a classroom environment where they could thrive. As I learned more about education and the importance of educating the whole child throughout my time working in the classroom, I realized how important it was to make sure that we were not only making sure that students were successful academically but also in life. I had a moment of realization where I discovered that I could do this in my own classroom, and that’s when my mind began to shift towards potentially exploring other roles where I could have a much greater impact at the school level and not just the small percentage of students I had in the classroom.”

Ms. Kopf’s students challenged her and opened her eyes that teaching is deeper than content. She believes that it’s important to get to know students on a personal level to help students figure out their goals, help them develop a plan to reach them, and instill a growth mindset which can help students while they’re in school as well as when they are preparing for life after high school. “Students need to feel like they belong. As humans we are social beings. It’s important to get to know students as people and also help them realize their potential,” Ms. Kopf said. “I have learned that often times, students who struggle the most are those that are afraid to fail. Sometimes, it may feel easier for students to just not try. However, if students are empowered to know that they can succeed and that every day is a fresh start, they will flourish.”

Towards the end of her teaching career, Ms. Kopf placed a strong emphasis on personalized learning. She believes that students don’t need to learn in the same way as other students or at the same pace. By giving students options and allowing them to learn in their own way, Ms. Kopf believes this can help students to feel confident and comfortable so they will be successful. “It’s important to help students build on passions they already have so they can understand that education opens up opportunities. For students struggling with a particular class, it might not be the class they want to be in right now, but by taking that class it will open up opportunities for them to explore the things they are passionate about,” Ms. Kopf said. “In addition, helping students find their pathway will ensure students feel connected to their school community at large and it’s incredibly important. Every student has their own interests and identifying them can be literally life changing. Randolph is a place that offers so many opportunities. However, for some students it can feel overwhelming. Creating a sense of belonging so students can see their value, worth and importance starts with those personalized opportunities and experiences that align with their individual strengths, goals, and desired path.”

Of the many roles Ms. Kopf will have, she will also be responsible for helping oversee the high school’s many extracurricular clubs, organizations, and activities. As she is managing those programs and assisting advisors, the perspective of students is her highest priority in all of those decisions. “As I move through this year and see everything in action, I want to ensure that our offerings are equitable and that there is something for every student. Student voice is incredibly important, and I want students to make decisions on what activities we offer in the future as well as other opportunities where students can participate in engaged learning outside of the classroom,” Ms. Kopf said. “Our population is always changing and as a result our students are always changing. We need to adapt to the changing interests of students as much as we can. We are all here to serve our students and it’s vital that we consistently take a hard look at what we offer to ensure that everything we have is what they want and what they need.”

Ms. Kopf is a relationship builder who thrives off of the joy of others. Her greatest passion is seeing students happy both inside and outside of the classroom. “I just want everyone to enjoy life. Any way that I can help others accomplish finding happiness is what I strive for. If you had asked me a few years ago if I would ever leave teaching, I would have said absolutely not,” Ms. Kopf said. “However, I love the opportunity that I now have in Randolph to truly make a difference in the lives of so many more students, and I am grateful to be able to use all of my strengths and experiences to help our learning community thrive. I look forward to working with our students, and I am immeasurably grateful to be in this amazing community.”

We are so excited to have Ms. Kopf at the high school, and we look forward to all that she will accomplish as a new addition to our amazing team of leaders.

John DiEgidio

VPA Supervisor

VPA Supervisor

Over the summer, the district hired John DiEgidio to serve as the district’s next Supervisor of Visual & Performing Arts. John comes to Randolph from Mount Olive Township Schools where he had an illustrious career as Director of Bands since 2007. John received his Bachelor of Music in Music Education and holds a Master’s degree in Music Performance from Montclair State University. He is currently pursuing another Master’s degree from Montclair State University in Educational Leadership. As a lifelong learner, John was chosen to join the district’s team given his commitment to provide teachers with the resources, technology and skills to ensure student achievement. He is passionate about using education to nurture positive, life changing experiences that will help students learn, grow and thrive.

In addition to being an educator, John is a talented saxophonist who has been a featured soloist with the New Sussex Symphony, the New Philharmonic of New Jersey, the Rutgers Symphony Band, the Rutgers Saxophone Ensemble and The Hawthorne Symphony Orchestra. He initially started studying music before realizing that he wanted to become an educator. “As a saxophonist, I have always loved performing music and I still perform music every day. When I decided to become an educator, I wanted to use my personal passion for music to help inspire other young musicians and artists,” John said. “Working for Randolph has always been my dream job. Not every district has a Supervisor of Visual and Performing Arts, and I always remember citing Randolph as one of the places I would love to work because of the district’s commitment to the fine arts. Randolph is well known and respected as an artistic community, and being able to work with some of what I consider to be the best programs and teachers in the country is something I am deeply honored and humbled by.”

In addition to music, John has an appreciation for all forms of artistic expression and has experience working side by side in all areas of the visual and performing arts. He believes strongly that artistic exploration should carry on past secondary education. John understands this personally as a member of the Metropolitan Saxophone Quartet. He performs with his quartet several times a year at churches, senior homes and libraries. The quartet continues to perform all over Morris County. John wants all students to find their own artistic passions and pursue them for life. “As part of a saxophone quartet, I feel that I am more attuned with the needs of students because I am always actively at their level by continuing to participate in the arts,” John said. “My dream for students is that they find something they are passionate about artistically and continue to pursue it. There is a lot of research tied to academic outcomes by participating in arts programs, however students should also be having fun while pursuing their artistic path. I used to tell my students at Mount Olive that my dream for them wasn’t that they necessarily major in music, but that they become so in love with music that they continue to perform for the rest of their lives. You may not be a professional musician or teacher, but you could be a mortgage broker playing in a community band. Wherever a student’s professional life leads, I think it’s so important that students continue to play, perform, draw, paint, or whatever it is that inspires them creatively. I also think that if a student does decide to major in an arts program that they also find another creative hobby that inspires them. Being an artist for life has so many benefits, and I believe so much can be achieved when education can be both academically stimulating and also a fun experience that lasts forever.”

John cares about relationships and looks forward to building them with teachers, students and families. As an extrovert, the best part of his day is when he is talking to others. "I am excited to take an already successful program and look for ways to put a cherry on top of the cake,” John said. “Randolph is truly an incredible place, and I believe that our programs will only continue to thrive overtime because of the amazing people here.”

We are excited to have John on the team and we are grateful for the talent and expertise he will bring to Randolph. Although there are no scheduled upcoming performances due to COVID-19, if you are interested in seeing John perform with the Metropolitan Saxaphone Quartet in the future, event dates and other information can be found on their website:

https://metrosaxnj.wixsite.com/msqnj

Welcome to Randolph!

Colleen Huguenin

Supervisor of Counseling

Supervisor of Counseling

Over the summer, the district hired Colleen Huguenin to serve as the district’s next Supervisor of School Counseling. Prior to her appointment as Supervisor of School Counseling, Colleen began her career in Randolph in 2017 as a school psychologist. In her previous role, she had a transformative impact on the district’s mental health programs. Colleen managed the district’s school avoidance/anxiety program (O.A.S.I.S.). She also designed and implemented a Student Connections Team to combat school truancy. For our school counselors, Colleen’s leadership as a school psychologist was a valued resource. She provided professional development to the school counseling department as well as teaching staff to continue to advance opportunities to enhance the mental, social and emotional well-being of students. These were just a few of the ways she aided our school community as she also facilitated group counseling sessions, provided individual student support, maintained direct contact for care planning and support to families, served as a child study team member and co-facilitator of individual education plans, and mentored dual enrollment students. There was no question that Colleen’s vast experience and knowledge was the perfect fit to lead the district’s school counseling programs.

Colleen received her Bachelor of Arts in Psychology and Sociology. She earned her Master’s degree in School Psychology from Fairleigh Dickinson University as well as an Advanced Supervisor Certification from Montclair State University. Colleen’s calling to pursue a career in school psychology began during childhood. “As a young girl I always knew that I wanted to be a mom and this was my inspiration to want to work with children. Overtime I became interested in their development and how I could play a role in helping guide them to reach their full potential,” Colleen said. “I was originally going to pursue music therapy, but I knew that I wanted to work one on one with children. I liked psychology and the aspect of how the mind body connection is all tied together. When I went to college I decided to dual major in sociology and psychology. It wasn’t until college that I committed to studying school psychology. One of my professors in my social psychology course had talked about the connection with children in schools and how we could be that influencing factor for them. That was the moment I truly knew for sure that this pathway was the right one for me.”

While school psychology and general psychology are similar, school psychologists have specialized knowledge and expertise. According to the American Psychological Association, school psychologists have core knowledge rooted in psychology and education. This includes knowledge of psychoeducational assessment and diagnosis, intervention, prevention, health promotion, and program development focusing on children and youth development within the context of schools, families and other systems. Knowledge of cultural contexts to address culturally or linguistically diverse individuals, and in learning and effective instruction, and family and parenting processes are critical. School psychologists are able to conceptualize children’s development and translate scientific findings to alleviate cognitive, behavioral, social and emotional problems. They are equipped with the knowledge of federal law and regulations, case law, and state statutes and regulations for schools and psychological services. In addition, they appreciate historical influences of educational, community, state, federal, and organizational dynamics on academic, social and emotional functioning.

While Colleen has an extensive academic background, she has been in psychology practice since 2001. While she could have pursued opportunities in private practice, Colleen chose to pursue a different path by working directly in schools. Her field experience combined with her knowledge has broadened her perspective, and it’s a fundamental reason why she has been able to work so dynamically as a leader within many school systems. “When I started looking at the different opportunities within the profession, what I came to find through research is that seeing children in their school environment is far more telling to me than a private practice. In a private practice, you see a child for a shorter period of time such as 30 to 45 minutes. This is the only perspective you are able to see. When children are in school, you get to see students for an extended period of time,” Colleen said. “When you are able to see students’ grades, talk to teachers, stop into classes, look at students’ attendance, observe students’ in the cafeteria, and see other ways first-hand how the students are functioning; it does make a tremendous difference in how you are able to support a child in need. It gives us more of a whole vision of the child and their overall functioning which is more meaningful in comparison to that very short-term window of opportunity you are able to provide in a private practice. As a school psychologist or counselor, it gives us the ability to meet students where they are and give our students care in ways that can actually be transformative.”

As the district’s Supervisor of School Counseling, Colleen ensures the K-12 School Counseling program is well-developed, aligned with standards and consistently carried out. She provides leadership, supervision, coordination and innovation to the school counseling program so that each student may derive maximum benefits from the program. Colleen understands that school counselors play a critical role in educating the whole child, and is excited by the opportunity to work with our school counselors to ensure every child has the support that they need. “School counselors truthfully have access to every child in our buildings. School is a safe place, and it should be a refuge when things may be falling apart outside of school. When our students need to connect with someone, we have a tremendous department of counselors who can help guide students through that,” Colleen said. “I view our counselors as a connection or bridge to the outside world. We get to witness what is happening to a child either in school, at home or in any situation where a child may be having difficulties that are affecting their lives. As an outsider, we serve as that bridge to get those students the support that they need. By bridging that gap, this collaboration between students and a responsible, conscientious adult can lead to positive outcomes. Our school counselors will either provide direct help or work with the student and outside agencies to get the child the immediate care that they need.”

The social, emotional and mental well-being of every child has always been one of the district’s highest priorities. When the pandemic first began, that need was greater than ever before. School counselors had to adapt to ensure every child could receive the support that they need even in a remote environment. Although we are in person again, many of the same strategies used during the closure of our school buildings are still being used and implemented in our school counseling program. Colleen and her team are focused on continuing to build programs which will enrich the lives of students as they continue their journey in our school community.

We are grateful for the extensive knowledge and expertise that Colleen has brought to Randolph for many years. We look forward to her continued leadership in her new role.

Awesome Alumni

Lauren Forstenhausler

Honored as a Merrill Presidential Scholar

Honored as a Merrill Presidential Scholar

Since 1988, the Merrill Presidential Scholars Program has honored Cornell University’s most outstanding graduating seniors, while also recognizing the teachers who have played a significant role in ensuring their success. Randolph High School Class of 2017 Alumna Lauren Forstenhausler was selected as one of only 37 graduates honored with this elite distinction when she graduated from Cornell University this past May. As part of that honor, she was asked to reflect upon her education and recognize a teacher who made a difference in her life. Lauren chose to recognize Randolph High School English teacher Sandy Kessell for her role in shaping her college experience.

“I am extremely honored and proud to be chosen as one of 37 graduating seniors at Cornell University for this award. I am especially thankful to the director of my program, Fran Kozen, for nominating me and seeing in me the extraordinary academic achievement, strong leadership and potential to contribute to society that Cornell looks at in their nominees,” Lauren said. “When I first got notice of this award and the fact that I was to share this honor with a Cornell professor and high school teacher, my academic and honors thesis advisor who I was conducting research with was an easy choice for Cornell professor. When it came to high school teachers, I was thinking back on classes that stood out in my mind and provided me with skills that helped me to survive and thrive in college. Mrs. Kessell's junior year AP English class was definitely memorable, challenged me academically, and helped to improve my writing skills. Mrs. Kessell was also one of the teachers I asked to write a recommendation letter back when I was applying to colleges.”

Mrs. Kessell was honored and humbled to have been recognized, and remembers how gifted Lauren was when she was a student at Randolph High School. “Lauren's warm personality is what I remember most about her--that and her sense of fashion. She always entered the classroom with a smile, ready to take on the next task,” Mrs. Kessell said. “Lauren was a strong student when she entered my class as a junior, but she really flourished and came into her own as the year progressed. She became more confident in her abilities to express her thoughts about British literature, not an easy task, through her speaking and writing. Lauren always had a creative side to her, too. Even though AP Language and Composition does not lend itself to that creativity, she excelled in those moments when they did happen, showing another side to her. I am extremely proud that she was honored as a Merrill Presidential Scholar, and I cannot wait to see what she does next in her career.”

Lauren graduated magna cum laude from Cornell University with a perfect 4.0 GPA. She received her Bachelor of Science in Fashion Design and Management with a minor in Business. Over the course of her college career, Lauren was decorated with numerous awards by the International Textile and Apparel Association. She was also recognized by the Fiber Science and Apparel Design department as an outstanding sophomore, junior and senior. Randolph High School and Cornell University helped prepare Lauren with many challenging opportunities which kept her motivated as she continuously pursued her craft. “When I first applied to colleges, I knew I wanted to study fashion. I have always wanted to go into fashion design for as long as I can remember. Once I got to high school, I took three years of the Fashion Design elective course and fell in love with sewing. I knew I wanted to do a business minor as I was going into a creative industry and wanted to balance out my education through knowledge of both the creative and analytical sides,” Lauren said. “I also knew I preferred a more traditional university setting to art school, where I would only be focused on my craft. Cornell stood out to me because, in addition to being a prestigious Ivy League University, the fashion program was structured a bit differently than others I was looking at. Cornell's Fiber Science and Apparel Design program, as it stood during my time there, allowed students to focus on design, management, or fiber science with coursework across all concentrations. I really liked my time at Cornell because everyone there has something that they are incredibly passionate about. In addition to my design coursework, I was able to complete a business minor and take classes across many different disciplines including New German Cinema, Introduction to Wines, Human Bonding, Entrepreneurship in the Creative Industries, Environmental Psychology, Ethics & the Environment and more.”

Lauren’s skills and abilities are extremely diverse. In addition to garment construction which includes draping, pattern-making, machine sewing, hand sewing and tailoring; she has developed numerous other skills utilizing technology in her craft. Familiar software applications such as Adobe Illustrator, Photoshop and InDesign are tools that she uses every day. However, she also uses a whole suite of other prototyping and design technologies including Optitex, CLO 3D, Rhino, laser-cutting systems and 3D printing technology. “Technology's influence in fashion is great and growing for many reasons. Technological advancements such as 3D pattern-making and modeling clothes on virtual avatars can improve the sustainability of a brand (by creating fewer samples throughout the process of pattern development, the final pre-production sample will have less fabric waste), reduce the cost of sample making, and shorten the time-to-market of well-fitting goods,” Lauren said. “Although fast fashion companies are able to churn out garments at the blink of an eye, most of the produced pieces are not well-made or properly tailored. By implementing digital design strategies, mid-range brands can keep up. Laser cutting reduces the labor and time of hand-cutting fabrics. Overall, technology is changing the way we consume and present fashion on the consumer end and changing the means of production on the brand end. 3D design software will likely become more common in the upcoming years, as mentioned by several industry professionals I spoke to at a virtual career fair in the spring.”

Lauren admires the work of Commes des Garcons, Off White, Alexander Wang, and Paco Rabanne. Music also serves as a major source of inspiration in her creative process. When Lauren graduated from Cornell, she knew she wanted to return to the area and focus on roles in the activewear sector. Although many of the roles in the fashion industry are in New York City, she liked the opportunity to be able to live and work in New Jersey. When she found a role in South Hackensack at Capelli Sport, she knew this was the right fit for her. “As an assistant apparel designer, I measure samples as they come in from the factories, create and maintain line sheets to reflect the updated designs and colorways, manage tech packs through the PLM system, work with samples to determine sizing and design placement, and more,” Lauren said. She believes that Capelli Sport will be a good place for her as she continues to pursue her goals, and she has many dreams for her future in fashion. “I want to make my mark on the industry in one way or another and strive for change in an industry that has far to come with sustainability, inclusivity, and technological advancement. I would love to be the top designer or creative director of either an existing brand or a new brand that I work to start up.” Lauren said.

She also hopes that more Randolph High School students consider getting involved in the fashion design and management industry as there are many career opportunities and ways to be involved. “I feel that many people think of fashion design and have one idea of what it means. However, working at a small atelier is going to look extremely different than working for a large corporate brand,” Lauren said. “I would definitely tell students that are interested in the industry to learn how to sew as early as possible. The fashion design classes I took at RHS were super helpful in determining that this indeed is something I wanted to pursue and gave me fundamental sewing knowledge that helped me in developing my portfolio for college applications. Although sewing knowledge is not technically a prerequisite for college, it is important in developing a standout portfolio. Additionally, take advantage of pre-college summer programs if you are able to! I took a fashion pre-college course where they taught sketching, Adobe illustrator and sewing skills to help students in portfolio development. Both sewing classes and pre-college courses are good ways to know if it is the field for you.”

We are thankful we were able to catch up with Lauren to learn more about her prestigious accomplishments and career. We are also honored that she spoke so highly of Mrs. Kessel when she received her Merrill Presidential Scholar award. Thank you Mrs. Kessell for having such a tremendous impact on Lauren's life.

We can’t wait to see the impact Lauren will create in the world with her intelligence, ambition and talent. She has already accomplished so much.

Uday Kolla

Selected to Google's Prestigious Internship Program

Selected to Google's Prestigious Internship Program

Randolph High School Class of 2020 Alumnus Uday Kolla is a sophomore at Cornell University. He is currently studying Computer Science and Mathematics with a strong interest in research. Uday was inspired to pursue this path because of the experiences he had at Randolph High School, as well as the support he received from his family. “My father is a software engineer and he gave me the foundation in middle school to get interested in computers. In high school, my computer science teacher Mr. Horner made me more passionate about the subject,” Uday said. “My junior year I took Advanced Placement Computer Science and in my senior year I took App Development and Advanced Placement Computer Science Principles. Having already taken three computer science programs in high school gave me a huge boost for college. I was able to place out of a few courses at Cornell because of the classes that I took at Randolph High School, which allowed me to get a head start and be on pace to have a successful first year. It was amazing to have my high school coursework translate into college credits.”

As a result of the pandemic, Uday spent his first semester at Cornell fully remote. He wasn’t able to experience all that campus had to offer, and he decided to focus on maintaining his grades while trying to get involved in campus activities. In his spring semester of his freshman year when in person instruction resumed, he was able to get much more involved on campus. Uday played both intramural sports including volleyball, while also participating in other team-based activities which allowed him to connect with others on campus.

Cornell University is known for their project teams particularly in engineering. They are highly competitive, and in many cases are usually reserved for upperclassmen. In order to join a group, an interview and selection process is required. During the spring of 2020, he was chosen to join one of the algorithmic trading groups. In algorithmic trading, students learn how to predict stock prices and develop programs. The algorithms are designed to maximize profits while minimizing risk. “It was an incredible experience to be selected for the program. I got to work with so many seniors and upperclassmen who have played a key role in my development,” Uday said. “One of the reasons I chose to go to Cornell was so I could be surrounded by people who can challenge me. The connections I have made have been academically stimulating, and I enjoy being around ambitious people who are often smarter than I am on a day to day basis. It gives me the motivation to constantly learn and improve.”

As this past summer approached, Uday knew that he wanted to apply for internships. Google was one of the companies he had a strong desire to intern for. However, he knew at the beginning of the process that selection would not be easy. Applying for an internship at Google is one of the most competitive opportunities in the world. Out of 40,000 applicants annually, only 1,500 are accepted to Google’s prestigious internship program. Statistically speaking, selection for an internship at Google is more challenging than being admitted to Harvard University (the nation’s most selective higher education institution). If you receive an offer to interview, the process itself is also incredibly rigorous.

“When I applied for the opportunity, I was skeptical because of how difficult the process is to be selected. For these types of internships, the likelihood you will actually be selected is very low as these programs are typically for rising seniors. Even though I was only a freshman, I told myself it was important to try, and I applied to many companies including Microsoft, Facebook and Google,” Uday said. “I didn’t think my application would even be considered by Google. However, after about a month I finally got an email from a recruiter regarding coding exams I would need to begin to take. For software engineering internships, you have to prepare extensively because there are exams, interviews, and numerous other steps to take to be selected. The process was very challenging, but I worked very hard to prepare and at each step I talked myself through each solution. For a company like Google, being intelligent isn’t enough as they are also looking for individuals with strong interpersonal skills, the ability to collaborate and other social traits. The interviewers in general were very friendly which made the process easier, and I grew to love Google and its culture through each step. When I was finally accepted, I just felt so much gratitude that I would get to work with and collaborate with some of the best leaders in the world of technology. I can’t describe how humbling it felt, and I am still so grateful to Google for the opportunity.”

After he accepted the offer from Google, he was matched to a specific project with the video Android engineering team. This team is responsible for Google Meet which is a video-communication service similar to Zoom and Microsoft Teams. Uday actually started his internship during finals week at Cornell. In his first two weeks, he learned about the company culture and its practices so he could understand the expectations of what he would be doing in his role. As it was a technical internship, Uday wrote code for Google while working with a team of engineers throughout the design process. There was ongoing feedback and improvement of code before finally being approved to enter the implementation phase. Uday was not able to go into specific detail, however code that he created in collaboration with the stakeholders he worked with will be used as part of some of the features of Google Meet. As a freshman, having the opportunity to create code that is in Google’s Codebase is truly a once in a lifetime experience. The code will continue to go through testing and experimentation before being released on the provider’s international platform.

“I learned from this experience that you should never expect to know everything, as it is always a continuous learning process. Knowing who to go to when you are stuck is important, and collaboration is essential to complete a project that will be successful,” Uday said. “Asking questions, working with management, connecting with interns, etc. can give you new perspectives, ideas and knowledge which can really change an entire experience. Developing those friendships, relationships, and mentorships is a key component of both independent and team success. I still cannot express enough gratitude for having had this opportunity.”

Google internships are designed for interns to come back and work full-time for the company. If your still an underclassman, the goal is for interns to come back and work every summer until they are able to start full-time. Uday hopes to get a return offer next summer, and throughout his sophomore year at Cornell intends to continue to do research while focusing on maintaining his studies.

We are so proud of all that Uday has accomplished at Cornell University and in his internship since graduating from Randolph Schools. We cannot wait to see what he does next as his post graduate career progresses, and we are truly grateful that Mr. Horner and other members of our school community were able to play a part in helping him achieve his goals.