Dear Parent:

In accordance with the ESEA Section 1111(h) (6) PARENTS RIGHT-TO-KNOW, the Ridgewood High School District 234 is notifying every parent of a student in a Title I school that you have the right and may request information regarding the professional qualifications of your child’s classroom teachers including, at a minimum, the following:

1. Whether the teacher has met State qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.
2. Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived.
3. The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
4. Whether the child is provided services by paraprofessionals and, if so, their qualifications.

If at any time your child has been taught for four or more consecutive weeks by a teacher not highly qualified, the school will notify you.

If you have questions, please feel free to contact your district superintendent, Dr. Robert Lupo, at the following phone number (708) 697-5533 or (708) 456-4242 extension 233.

Sincerely,
Dr. Robert J. Lupo
District Superintendent

RL/bs

Students

• Students understand their current performance levels and set goals to improve.
• Parents and/or guardians are involved in motivating their students to achieve.
• Students are accountable for their work and behavior.
• Students are proud of Ridgewood High School.
• Students understand their learning styles, strengths, needs and challenges.
• Students access resources to help them achieve.
• Students learn through a variety of research-based instructional strategies.*
• Teachers and staff use data to make decisions to improve student performance.
• Collaboration to improve student learning is the standard at Ridgewood High School.

Community Partnerships

• The Community is proud of Ridgewood High School.
• Parents/guardians are actively involved in all aspects of the educational process.
• Partnerships are established with business and community agencies to reinforce the relevance of the academic and co-curricular programs and to provide direct links among the school, workplace, and other community resources.
• The school establishes effective connections with sender districts and institutions of higher education.
• The connection between the school and local government is apparent through many opportunities for collaboration.
• Community service is an integral component of a Ridgewood education and allows students to be responsible for promoting effective partnerships with community stakeholders in need.
• Ridgewood High School recognizes the value of a diverse community and is actively involved in efforts to promote and celebrate the qualities and individuals that make our community unique.

Technology

• Technology is recognized as a means to improve student performance, not an end in itself.
• Students enhance their learning through the use of technology tools.
• Students learn effective communication, research, presentation, and personal productivity skills through the effective application of technology.
• Ridgewood High School supports learning by providing students and staff with the tools necessary to affect the mission of the district.
• Teachers acquire technology skills that will enable them to enhance student learning.
• Teachers and staff use technology tools to maintain effective communication among all elements of the Ridgewood community.
• The mission of the district is supported by access of the necessary technology resources.
• The ethical application of technology is an important consideration and is addressed in all facets of the technology program.

Public Relations

• The community helps develop, endorses, and demonstrates its support for the vision and values of the school.
• The community provides the resources that enable the school to offer exemplary academic and co-curricular programs.
• The community holds the school accountable for long-range financial planning to safeguard the community’s investment in education.
• The community participates in the life of the school by attending programs, volunteering service, and assisting in the processes designed to enhance various aspects of the school.
• The community participates in two-way communication with the school that both provides information and seeks feedback.
• The community has access to the school’s resources and facilities.
• Alumni maintain a relationship with the school and continue to participate in school programs.
• The school provides information in primary languages spoken by the community and in media targeting those populations.
• The school provides information in a variety of formats and media to reach all segments of the population.
• Community agencies, local governments, and businesses view the school as a vital partner in the life of the community.

Curriculum

• The curriculum addresses mastery of academic content that integrates acquisition of essential life skills.
• The curriculum enables students to broaden their perspective in order to understand and appreciate diverse cultures within the school as well as cultures and conditions beyond those of their local community.
• The curriculum cultivates active student learning.
• The curriculum recognizes and provides for individual differences and interests.
• The curriculum integrates technology as a means to achieve specific curricular outcomes.
• The curriculum reflects the District’s commitment to innovation, continuous improvement, and excellence.
• The curriculum provides a solid foundation for post secondary educational choices and career opportunities.

Community High School District 234 was voted into existence on July 12, 1958. It comprises the smallest geographic area of any high school district in the state. The school opened in September, 1960, as the first school in the country to utilize the recommendations of Dr. J. Lloyd Trump. During the early and mid 1960’s, Ridgewood High School received much national attention, being featured in Time magazine and selected as one of “America’s Top Ten High Schools” in May, 1968, by Ladies Home Journal.

In 1973, Ridgewood reached its highest enrollment of nearly 1700. Enrollment declined to a low of about 500 but is now stable at around 920. A recent trend is an influx of Limited English Proficiency students, with the largest number coming from Poland.

In 1997-98, Ridgewood adopted the 4 x 4 block schedule, with four periods a day approximately 90 minutes long. Students take four classes at a time for 18 weeks and then take a different set of classes for the next 18 weeks. This schedule format allows more time for technology, class discussion, and varied instructional techniques.

The school offers a comprehensive curriculum, including Advanced Placement and honors courses as well as a broad spectrum of electives in art, music, business, and languages. The school has invested heavily in technology to prepare students for the challenges they will face after high school.

The school also offers an extensive co-curricular program, with athletic and activity offerings to meet student interests.

About 80% of Ridgewood students continue their education after high school. A few alumni are currently serving in the armed forces.

The Board of Education has a strong tradition of balancing fiscal responsibility with its commitment to offering first-class programs and modern facilities for the students of Norridge and Harwood Heights.

Ridgewood High School is located in Norridge, Illinois, a northwestern suburb of Chicago. Ridgewood is a single high school disrtict serving Norridge and Harwood Heights. Ridgewood opened in 1960 to meet the needs of a community that was undergoing rapid growth brought about by demolition of the near west side of Chicago where the University of Illinois at Chicago currently stands. Many of the early families emigrating to the area were of Italian and Greek heritage, and were primarily middle class working in blue collar jobs. The enrollment of Ridgewood reached its peak in the early 1970's when almost 1800 students attended the school. In the early 1990's the enrollment dipped to its low point of almost 500. In the last few years we have experienced an increase in enrollment caused primarily by an influx of families of Polish heritage coming into the community. Currently Ridgewood serves approximately 920 students with the vast majority coming from the three ethnic groups mentioned above.

The increased enrollment over the last few years has been a result of this influx of students for whom English is a second language. These students represent almost 22% of the student body and are currently enrolled in English as a Second language and Bilingual programs of instruction. For many of these students the primary focus of our attention must be to teach them English as a prerequisite to learning other content.