Your Opinion Matters

River Forest residents speak out on the school referendum. We've collected opinions from a diverse group of River Forest residents.

Personal Endorsements

FROM BUSINESS & COMMUNITY LEADERS:

  • "The Oak Park Board of Realtors, serving the Oak Park and River Forest communities since 1915, is pleased to endorse the District 90 Referendum supporting River Forest public schools. The Oak Park Board of Realtors includes 643 Realtor members and 57 Affiliate members representing buyers and sellers in Oak Park and River Forest."—Oak Park Board of Realtors
  • "I support strong schools not because of what it does for property values. I support strong public schools because it is important to our children, our community and indeed, our nation."—Bruce K. Modahl, Pastor, Grace Lutheran Church
  • "I can unequivocally say that the high quality of the District 90 schools is an important selling point for homes in River Forest. I've sold a significant number of homes in the village and time and time again, potential buyers to the community explain that their reasons for purchasing in River Forest are for the superior quality schools. Combined with the proximity to the city and the beauty of the community, it's an unbeatable combination. That's why River Forest real estate values have risen 82.29% since 2003."—Tony Iwersen, Gagliardo Realtors
  • "Although most of my 28 children and grandchildren have attended parochial schools, I am a staunch supporter of the upcoming District 90 referendum. Why? Because I firmly believe that all members of a community have a duty to support the public schools. Private and parochial schools are an option that some of us may choose for our children, but it is in everyone's best interests to keep D90 strong and well-regarded."—John O'Neill, lifelong River Forest resident and Pilgrim realtor

FROM CIVIC GROUPS

  • "Our committee worked with a great sense of responsibility to the community and the schools. At the end of the process, it was the consensus of the Fiscal Action Team to recommend an increase in the property tax rate to support District 90 schools. Our recommendation was made after extensive analysis and deliberation. We are proud of our exceptional, award-winning educational system and want to continue to provide the high-quality education for the children of River Forest."—District 90 Fiscal Action Team

FROM PARENT GROUPS

  • "We believe that the D90 Board has been fiscally responsible, and has no choice but to ask for an increased levy. We feel strongly about the importance of music education and the tangible educational benefits that children receive through the discipline of instrumental music participation and performance."—Board of Directors of PIMA (Parent Instrumental Music Assn.)
  • "In December 2002 the Chicago Tribune singled out District 90 for its remarkable attention to students with high potential. Programs such as ATP Math and Humanities have allowed our children to master a wider variety of topics, or to delve more deeply into a topic in a shorter period of time, without separating them from their age peers. Training for elementary teachers has given them tools to provide meaningful instruction to children who easily and quickly master elements of the standard curriculum. Our children benefit from a singularly challenging and flexible curriculum, even though our district remains in the middle of the range of similar districts when it comes to teacher salaries and per-pupil spending. We can see the benefits in how our children feel about school, and how they perform as they move on to high school and college. We want to preserve River Forest Schools for them, and for those who come after them. District 90 is committed to the concept of differentiating education for the benefit of our children. This means hiring, retaining and continually training the best and most eager teachers. It is not a learning environment easily sustained in a climate of lay-offs and financial hardship. Please join us in voting for this referendum."—Resource Parent Group of River Forest

FROM DISTRICT 90 ALUMNAE

  • "The middle school years can be a time filled with insecurity, especially for a girl. But basketball [at Roosevelt] made me a stronger person both inside and out at an early age. The idea of sports being cut is completely appalling to me."—Aimee Michelle Reynoso, University of Wisconsin
  • "As a future teacher, I have spent a lot of time observing in various schools, and have yet to find a school that compares to Roosevelt. My brother, sister and I had equally positive experiences there; all three of us benefited greatly from the great teachers we had, and were forever changed by the friends we made there."—Mike Soffer, Brandeis University
  • "By no means are the accelerated students the only ones who reap the benefits of a District 90 education. At OPRFHS, Roosevelt kids show up disproportionately in honors and AP classes, are routinely placed in sophomore honors foreign language as freshman, as well as the upper math tracks."—Dan Turcza, Junior at Oak Park River Forest High School
  • "How can one of the most affluent and supposedly sophisticated suburbs in the Chicago area even think of disposing of such a glorious tradition of music education???"-Aaron Stachowiak, Loyola Medical Center resident
  • "Simply by voting yes to the referendum, we can do a great service for an institution which has already given us so much. Take a look at the universities we're attending. Your hard work in River Forest's top-notch schools has set you up for a lifetime of success. Please, help pass our tradition of excellence on to the next generation by voting yes."—Boomer McInerney, Purdue University

FROM DISTRICT 90 PARENTS

  • "Cross country was initially very daunting for my daughter…but with the incredible support she received she persevered and walked away feeling successful. [It] really made a difference in one little girl's feelings of accomplishment."—Roosevelt Cross Country Parent
  • "As the parents of a child with developmental challenges, we believe that our River Forest public schools are a point of pride in the community, because they make every effort to get it right for children with varying needs. The diversity in our schools is a reflection of the world our children will live in, and it is so important that in our schools, as in life, everyone's individual differences are recognized. Our son Charlie's story is a testament to how special education services, inclusion opportunities, and Roosevelt's most valuable music programs make our district's Middle School a wonderful environment for learning."—Robert & Julie Carpenter
  • "It seemed that since my daughter was born she was able to talk, not just baby talk. Actually she enjoyed talking about things like medicinal herbs and bivalve seashells. Naturally, when she started school I never worried about how she would do, especially whether or not she would read, considering her vocabulary base. How wrong I was! It must have been the second or third week of school when I received a call from Judy Smith explaining to me that my daughter needed reading services. As you can imagine, I was filled with an array of emotions including disappointment, worry, and disbelief. At the time, I did not realize that the phone call was probably one of the most fortunate things that could have happened for my daughter. For two consecutive years my daughter received reading services. She never minded going because Mrs. Smith helped her to take pride in every step she made. More importantly, she instilled a love of reading in my daughter that continues today. She is now thirteen years old. If you ask her if she would prefer to watch television or read, she will opt for reading. I think it is safe to say that reading has become a passion for her and it is evident in her school performance. Those who have only known her at Roosevelt would be surprised to know that she did not read until she was in third grade.—An Indebted Parent
  • "When we adopted 9 ˝-year-old twin boys from Poland in late 2004, we really didn't know what to expect from Lincoln School. Of course we knew District 90 had a great reputation and we'd already experienced it first-hand with our daughters several years before. We naturally had numerous meetings with staff at the school in advance, trying to prepare the staff and fellow classmates for the new 'arrivals'. Nevertheless, in spite of our best efforts to prepare in advance, nothing could fully prepare any of us for 2 boys who spoke no English and had only attended 1 year of Kindergarten-equivalent in Poland! This added a whole new twist to the term 'special needs':. Immediately upon arrival in November, just when my husband and I were starting to feel utterly overwhelmed with the magnitude of the task at hand, the entire team at Lincoln (including the District 90 staff), kept their cool & literally leapt into action. They obviously spent a great deal of time and effort trying to determine how best to meet the needs of our boys as well the rest of the kids in the class. Much research was done and outside expertise was used when necessary. The word "teamwork" took on new meaning as each individual in the process seemed to truly care about our sons as much as we did! This attitude obviously was ingrained in the culture of the school and flowed from the top down. The theme in all of our dealings with faculty and staff was simply 'whatever needs to be done to give these boys an appropriate education; let's do it'. In short, my husband, Jeff and I cannot say enough how happy and thankful we are with such a staff that exemplify the expression "above and beyond the call of duty".—Leslie Cox, Lincoln School parent

FROM DISTRICT 90 PRINCIPALS

  • "As an administrator in River Forest public schools for ten years and with previous experience working in north shore schools, I can attest to the fact that there are not many, if any, schools quite like District 90 schools. We really work diligently at putting the whole child first. Everyone working in the district including the administration, teachers, support staff, academic and special education aides, administrative assistants, school nurses, and custodians--not to mention our supportive parent organizations-- care about and invest in the children. While each of their roles is different, we all believe that District 90 children truly are "the future ." Isn't that what all of us really hope for -- a sound future? Well, soon, it will be our alumni holding our futures and the futures of their own children in their hands. What a comforting thought -- a world nurtured by those educated at District 90 schools."—Joanne Trahanas, principal, Roosevelt Middle School

FROM DISTRICT 90 TEACHERS

  • "I have taught first grade at Lincoln school in River Forest for the past 17 years, and I have loved it. The current situation with the upcoming referendum has me deeply worried. Our district is very special and that uniqueness is at risk."—Susan Gittings, Lincoln School First Grade Teacher
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  • "We have had many success stories over the years; a recent one Involved a third grade student at Lincoln School who needed extra reading services. This boy, Michael, made good gains in first grade, but was still behind his peers when he began second grade, struggling with reading on his own. His mom was quite frustrated with this and so I asked Mrs. Miller, his third grade teacher, to help in a special way. Mrs. Miller was working on her certification for a multi-sensory structured language system, called SLANT. I asked her to take Michael as her "tutoree" for the year. Mrs. Miller worked with Michael consistently, 3-4 times every week, throughout his second grade year, on her own time. At the beginning of third grade, I re-tested Michael. He was reading above grade level, and was able to read independently and fluently."—Judy Smith, Lincoln School Reading Specialist
  • "I am greatly concerned about program cuts that will be necessary should the referendum fail. Education that takes place outside of the classroom (e.g. art, music, physical education, library) is vital. I personally witness the difference that these classes make. For students with special talents in these areas, it is important to have a professional nurturing these gifts. Sometimes, these are the very students who may struggle in the classroom and benefit from the self-confidence that these "specials" provide. Furthermore, these classes provide an experience and exposure that is invaluable for all students."—Cheryl Harding, Speech & Language Pathologist
  • "Several years ago I worked with a young lady who had health challenges many of us can't imagine. What was amazing was that she never asked to be given less work, to receive extra preparation time for a test, or for an extension because she missed school due to her illness. I was fortunate to be a part of this child's life while she was at Roosevelt, helping her organize, prioritize and complete her work. Her mother often told me that her daughter could not have done without the help she received at Roosevelt. How funny. I think I would not be the teacher I am today without the experience of working with her daughter. Upon leaving Roosevelt, she was accepted to the baccalaureate program at Trinity High School and now attends Lake Forest University where she is quite successful."—Stephanie Farruggia, Roosevelt Middle School
  • "The 7th grade "Iditarod" project focuses on teamwork. Peer relationships are huge in 7th grade, so we use this experience to try to get students to expand their group, i.e to include kids they never would have thought about relating to. Here's the journal entry of one Iditarod participant on the first day of the unit: 'Our group ]is] dysfunctional.' By the last day, she wrote something like this: 'I never would have chosen to work with these people, but by the day of the race, we were really working together. We were a team.'"—Christine Burr, Roosevelt 7th grade teacher
  • "The cuts needed to balance the budget, should the referendum fail, are almost unthinkable. Years of excellence in the performing arts, such as band and orchestra, could disappear overnight. Could our students continue to be successful at OPRF or other top high schools?"-David Wuersig, District 90 Orchestra and Jazz Band Director
  • "A big reason that District 90 has been a great place to work as a teacher and an excellent place to learn for students is small class size. With a class of 19 or 20, a teacher is better able to teach the curriculum, differentiating it to match students' individual needs and abilities. There is also more time to get to know students as individuals. Larger classes are more difficult to manage because more students tend to create more behavioral issues. It would be difficult to provide the quality education that my students deserve with a larger class."—Dendra Cass, 4th grade teacher, Lincoln School
  • "With no LLC teacher or aides in our libraries, our enrichment programs will cease. We extend the curriculum by teaching students literature, research skills and cooperative learning. We support teachers by ordering appropriate materials. We promote reading incentive programs and teach accelerated readers in first grade. All of this will be lost should the referendum fail."—Debbie Buckley, Lincoln Library Learning Center
FROM DISTRICT 90 STUDENTS

  • "If the referendum isn't passed, the school will be awful. Without any sports teams, Roosevelt athletes will not get to compete against other neighboring schools. With the cutting of the musical programs, kids who are not exposed to fine arts outside of school will have no experience with music, and that is a shame. There will be no more tech, music, art, and foreign languages, which are the only subjects that can get kids like me through the day. Also, with the cutting of ATP programs, not all students will be challenged enough academically. All of the fun school clubs such as ping pong, cupstacking, chess, hero clix, newspaper, yearbook, and writing club will be no longer. The referendum must get passed for the children attending public schools."—Darcy, Roosevelt 7th grader
  • "Playing the trumpet in the Cadet Band has been educational for me. Learning about music and being part of a band has given me confidence and skills that I hope to use for a lifetime. I hope we will not lose this great program. It would take away so much from Roosevelt if we did."—Joe, Roosevelt 6th grader
  • "If it were not for the Instrumental program, I would have probably never started to play the violin. Now, Senior Orchestra is a big part of my school life. I just can't imagine Roosevelt with the orchestras and bands!"—Matteo, Roosevelt 6th grader
  • "Being a member of the Concert Band for the past 4 years has been an incredibly beneficial experience for me. Not only has it vastly increased my musical ability and understanding, it has taught me things about respect and teamwork I could not have learned elsewhere. The band has helped me become a better musician, student, and human being. The lessons I have learned as part of this ensemble will help carry me throughout the rest of my life, no matter where I go."—John, Roosevelt 8th grader
  • "School is more than just classes, it's all of the opportunities that we have here in River Forest. These activities include interscholastic sports, music, art, foreign language and ATP classes that make a strong impact on students and families and will be greatly missed if the referendum does not pass. These opportunities are why River Forest schools are so great."—Kate McCole, Roosevelt 7th grader

FROM EMPTY NESTERS

  • "I have no doubt that River Forest public schools are superior to the schools that drew my family here in the first place. In truth, I wish my children could have enrolled in schools like the ones we now offer. When families evaluate the cost/benefit equation of making their homes in River Forest, they look at test scores and comparative rankings, and they visit our classrooms. With or without children in school, with or without family ties to the village, our newest River Forest neighbors choose to live among those who share their civic values, including strong support of education. Our strong property values reflect their decisions…Count on it. I will be at the polls, and I will vote "yes" on March 21 when the future of our better-than-ever schools will be, as ever, in our hands. I trust that you will join me."—Leah Marcus, 40-year resident of River Forest

What Do You Think?

Would you like to share your opinion on the referendum? Send us an email at myopinion@preserveRFschools.org. Thanks!