North Ridgeville high school leaders outline five building goals and report gains in readiness
March 20, 2026 | North Ridgeville City, School Districts, Ohio
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High school leaders presented the building’s five strategic goals and described recent progress on state accountability measures at the March 17 North Ridgeville City Board of Education meeting. A presenter told the board the school’s most recent report card rated the high school 4.5 out of 5 and showed rising numbers in the district’s top performance bands.
The administrators framed the five goals around student achievement, multi-tiered supports, readiness and school culture. “Our mission is to empower students to design their preferred future,” one presenter said, and staff described how building goals align to that mission.
District staff reviewed the state report-card components—achievement, progress, gap closing, graduation and college/career/military readiness—and showed a five-year progression of scores. The presentation emphasized moving students from the “accomplished” category into “advanced” and “advanced plus.” A presenter said the school wants to reduce the number of students who are not tested because those students receive an index score of zero.
On supports, staff outlined the school’s MTSS (Multi-Tiered System of Supports) structure. An assistant explained teacher referrals, monthly grade-level MTSS bands and a menu of interventions that range from universal supports (Tier 1) to intensive, individualized supports (Tier 3).
Staff also reviewed the district’s college, career, workforce and military readiness measures. The presenter reported that a prior readiness figure of about 55.5% has risen and that current estimates are near 62.6% for the measured readiness categories. The presentation named specific pathways intended to boost those outcomes: pre-apprenticeships, CTE pathways, OhioMeansJobs seals, FutureNow employer events and a certified nursing assistant program.
Students who participated in the presentation described school programs that support engagement and readiness. One student described a community class that completes murals and other projects for local businesses; others spoke about STEM and project-based classes and an inclusive entrepreneurship program called Able Not Label.
The presentation concluded with a focus on school culture and student voice: staff said survey results show most students report they feel they belong and that teachers care, while district leaders said they will continue to use data to refine supports and pathways.
The board did not take a policy vote on the presentation material; the report was presented for information and planning.
The administrators framed the five goals around student achievement, multi-tiered supports, readiness and school culture. “Our mission is to empower students to design their preferred future,” one presenter said, and staff described how building goals align to that mission.
District staff reviewed the state report-card components—achievement, progress, gap closing, graduation and college/career/military readiness—and showed a five-year progression of scores. The presentation emphasized moving students from the “accomplished” category into “advanced” and “advanced plus.” A presenter said the school wants to reduce the number of students who are not tested because those students receive an index score of zero.
On supports, staff outlined the school’s MTSS (Multi-Tiered System of Supports) structure. An assistant explained teacher referrals, monthly grade-level MTSS bands and a menu of interventions that range from universal supports (Tier 1) to intensive, individualized supports (Tier 3).
Staff also reviewed the district’s college, career, workforce and military readiness measures. The presenter reported that a prior readiness figure of about 55.5% has risen and that current estimates are near 62.6% for the measured readiness categories. The presentation named specific pathways intended to boost those outcomes: pre-apprenticeships, CTE pathways, OhioMeansJobs seals, FutureNow employer events and a certified nursing assistant program.
Students who participated in the presentation described school programs that support engagement and readiness. One student described a community class that completes murals and other projects for local businesses; others spoke about STEM and project-based classes and an inclusive entrepreneurship program called Able Not Label.
The presentation concluded with a focus on school culture and student voice: staff said survey results show most students report they feel they belong and that teachers care, while district leaders said they will continue to use data to refine supports and pathways.
The board did not take a policy vote on the presentation material; the report was presented for information and planning.
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