Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen. #PanthersRISE
about 1 month ago, Ridgeview High School
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Students in Culinary 3 and 4 are sharpening their culinary artistry while learning garnishing and decorative food presentation. As part of the lesson, students practiced transforming cucumbers into delicate flower designs, building both knife skills and attention to detail. Activities like this help our Panthers understand that presentation is just as important as flavor in the culinary world while allowing them to showcase their creativity in the kitchen.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life.

The finished pieces showcase vibrant colors, detailed line work, and creative designs, from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students added depth, contrast, and intricate detail to their artwork.

Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world. #PanthersRISE
about 1 month ago, Ridgeview High School
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Ms. Generazio’s Art 2 students recently explored the traditions of the Chinese New Year while creating beautiful lantern projects inspired by the celebration. After learning about the cultural significance and symbolism of lanterns, students designed their own using watercolor and marker to bring their ideas to life. The finished pieces showcase vibrant colors, detailed line work, and creative designs—from powerful tigers to beautifully patterned snakes and floral elements. By combining watercolor techniques with marker illustration, students were able to add depth, contrast, and intricate detail to their artwork. Projects like this allow students to strengthen their artistic skills while also learning about traditions from around the world.
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
about 1 month ago, Ridgeview High School
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
Students in Ms. Dupont’s 9th-grade English class recently brought Romeo and Juliet to life through thoughtful discussion and debate. As they prepared to write their argumentative essays, students began by creating their own personal definitions of love before gathering textual evidence to support two perspectives: whether Romeo and Juliet shared true love or their relationship was not authentic. Using color-coded index cards, students recorded quotes and explanations for both sides, then worked with a partner to debate the strength of each argument. After reaching a consensus, pairs selected a quote and explanation to display on poster paper for their classmates to review. This engaging activity helped students strengthen their critical thinking, collaboration, and evidence-based writing skills.
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication.

Perfect Scores (Superior):
* Vee Roberts – Monologues
* Lucy Bressler – Solo Musical

Superior Ratings:
* Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips
* Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography
* Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting
* Chloe Burrell – Costume Design

Excellent Ratings:
* Lara Peyton – Solo Musical
* Chloe Burrell – Playwriting

Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state! #PanthersRISE
about 1 month ago, Ridgeview High School
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication. Perfect Scores (Superior): Vee Roberts – Monologues Lucy Bressler – Solo Musical Superior Ratings: Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips, Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting Chloe Burrell – Costume Design Excellent Ratings: Lara Peyton – Solo Musical Chloe Burrell – Playwriting Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state!
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication. Perfect Scores (Superior): Vee Roberts – Monologues Lucy Bressler – Solo Musical Superior Ratings: Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips, Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting Chloe Burrell – Costume Design Excellent Ratings: Lara Peyton – Solo Musical Chloe Burrell – Playwriting Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state!
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication. Perfect Scores (Superior): Vee Roberts – Monologues Lucy Bressler – Solo Musical Superior Ratings: Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips, Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting Chloe Burrell – Costume Design Excellent Ratings: Lara Peyton – Solo Musical Chloe Burrell – Playwriting Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state!
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication. Perfect Scores (Superior): Vee Roberts – Monologues Lucy Bressler – Solo Musical Superior Ratings: Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips, Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting Chloe Burrell – Costume Design Excellent Ratings: Lara Peyton – Solo Musical Chloe Burrell – Playwriting Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state!
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication. Perfect Scores (Superior): Vee Roberts – Monologues Lucy Bressler – Solo Musical Superior Ratings: Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips, Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting Chloe Burrell – Costume Design Excellent Ratings: Lara Peyton – Solo Musical Chloe Burrell – Playwriting Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state!
We are incredibly proud of our talented theatre students for their outstanding performance at the state level! Troupe 5709 brought home an impressive 5 Superior ratings and 2 Excellent ratings—a true testament to their hard work, creativity, and dedication. Perfect Scores (Superior): Vee Roberts – Monologues Lucy Bressler – Solo Musical Superior Ratings: Liberty Lopez, Raven Shannon, Zachary Schaefer, Vee Roberts, Gracie Phillips, Ryan Centeno, Sophie Wagner, and Paul Ligon – Choreography Ryan Centeno, Luke Jacobson, and Anthony Morejon Pastrana – Ensemble Acting Chloe Burrell – Costume Design Excellent Ratings: Lara Peyton – Solo Musical Chloe Burrell – Playwriting Your passion for the arts and commitment to excellence continue to make Ridgeview proud. Congratulations to all of our performers and to Troupe 5709 on an incredible showing at state!

📌 REMINDER: One More Day for Students!

We hope everyone enjoyed a safe and relaxing Spring Break! As you settle into your Sunday evening, please keep in mind that tomorrow, Monday, March 23, is a Teacher Planning Day.

There will be no school for students tomorrow while our educators and staff prepare for the final stretch of the school year.

We look forward to welcoming all of our students back to the classroom this Tuesday, March 24! 🍎

Enjoy your Sunday evening and your extra day of rest, Clay County!

#ClayCountySchools #OneClay #PlanningDay #SpringBreak2026

about 1 month ago, Clay County District Schools
Reminder
RISE Scholar Spotlight - Responsibility
about 1 month ago, Ridgeview High School
RISE Scholar Spotlight
Big News for Ridgeview FBLA!

We are incredibly proud to share that Shawn Saint-Vilus has been officially elected as the Florida FBLA State Reporter for the 2026–2027 school year! Shawn’s “Start Your Story with Shawn” campaign showcased his creativity, leadership, and dedication, and his hard work has truly paid off. This is a prestigious accomplishment and a major milestone not only for Shawn, but for our entire Ridgeview FBLA chapter!

We are also incredibly proud of all of our FBLA students who represented Ridgeview at the state conference. Your professionalism, preparation, and Panther pride were on full display, and you represented our school with excellence! 💙
about 1 month ago, Ridgeview High School
🎉 Big News for Ridgeview FBLA! 🎉 We are incredibly proud to share that Shawn Saint-Vilus has been officially elected as the Florida FBLA State Reporter for the 2026–2027 school year! 👏 Shawn’s “Start Your Story with Shawn” campaign showcased his creativity, leadership, and dedication, and his hard work has truly paid off. This is a prestigious accomplishment and a major milestone not only for Shawn, but for our entire Ridgeview FBLA chapter! 💼✨ As a state officer, Shawn will attend specialized leadership training in Brandon, Florida this April and is now on the path to represent Ridgeview High School at the National Leadership Conference in San Antonio, Texas this summer. 🇺🇸 We are also incredibly proud of all of our FBLA students who represented Ridgeview at the state conference. Your professionalism, preparation, and Panther pride were on full display, and you represented our school with excellence! 💙
🎉 Big News for Ridgeview FBLA! 🎉 We are incredibly proud to share that Shawn Saint-Vilus has been officially elected as the Florida FBLA State Reporter for the 2026–2027 school year! 👏 Shawn’s “Start Your Story with Shawn” campaign showcased his creativity, leadership, and dedication, and his hard work has truly paid off. This is a prestigious accomplishment and a major milestone not only for Shawn, but for our entire Ridgeview FBLA chapter! 💼✨ As a state officer, Shawn will attend specialized leadership training in Brandon, Florida this April and is now on the path to represent Ridgeview High School at the National Leadership Conference in San Antonio, Texas this summer. 🇺🇸 We are also incredibly proud of all of our FBLA students who represented Ridgeview at the state conference. Your professionalism, preparation, and Panther pride were on full display, and you represented our school with excellence! 💙
🎉 Big News for Ridgeview FBLA! 🎉 We are incredibly proud to share that Shawn Saint-Vilus has been officially elected as the Florida FBLA State Reporter for the 2026–2027 school year! 👏 Shawn’s “Start Your Story with Shawn” campaign showcased his creativity, leadership, and dedication, and his hard work has truly paid off. This is a prestigious accomplishment and a major milestone not only for Shawn, but for our entire Ridgeview FBLA chapter! 💼✨ As a state officer, Shawn will attend specialized leadership training in Brandon, Florida this April and is now on the path to represent Ridgeview High School at the National Leadership Conference in San Antonio, Texas this summer. 🇺🇸 We are also incredibly proud of all of our FBLA students who represented Ridgeview at the state conference. Your professionalism, preparation, and Panther pride were on full display, and you represented our school with excellence! 💙
🎉 Big News for Ridgeview FBLA! 🎉 We are incredibly proud to share that Shawn Saint-Vilus has been officially elected as the Florida FBLA State Reporter for the 2026–2027 school year! 👏 Shawn’s “Start Your Story with Shawn” campaign showcased his creativity, leadership, and dedication, and his hard work has truly paid off. This is a prestigious accomplishment and a major milestone not only for Shawn, but for our entire Ridgeview FBLA chapter! 💼✨ As a state officer, Shawn will attend specialized leadership training in Brandon, Florida this April and is now on the path to represent Ridgeview High School at the National Leadership Conference in San Antonio, Texas this summer. 🇺🇸 We are also incredibly proud of all of our FBLA students who represented Ridgeview at the state conference. Your professionalism, preparation, and Panther pride were on full display, and you represented our school with excellence! 💙
🎉 Big News for Ridgeview FBLA! 🎉 We are incredibly proud to share that Shawn Saint-Vilus has been officially elected as the Florida FBLA State Reporter for the 2026–2027 school year! 👏 Shawn’s “Start Your Story with Shawn” campaign showcased his creativity, leadership, and dedication, and his hard work has truly paid off. This is a prestigious accomplishment and a major milestone not only for Shawn, but for our entire Ridgeview FBLA chapter! 💼✨ As a state officer, Shawn will attend specialized leadership training in Brandon, Florida this April and is now on the path to represent Ridgeview High School at the National Leadership Conference in San Antonio, Texas this summer. 🇺🇸 We are also incredibly proud of all of our FBLA students who represented Ridgeview at the state conference. Your professionalism, preparation, and Panther pride were on full display, and you represented our school with excellence! 💙
RISE Scholar Spotlight - Spirit
about 1 month ago, Ridgeview High School
RISE Scholar
RISE Scholar Spotlight - Responsibility
about 1 month ago, Ridgeview High School
RISE Scholar Spotlight
RISE Scholar Spotlight - Excellence
about 1 month ago, Ridgeview High School
RISE Scholar Spotlight
Congratulations to this week's RISE Staff of the Week! These two exemplify what it means to be a Ridgeview Panther. #PanthersRISE

Dr. Wells, Science Teacher
Mr. Newman, Cafeteria Assistant
about 2 months ago, Ridgeview High School
Dr. Wells, Science Teacher User uploaded image zoom_out_map User uploaded image zoom_out_map Mr. Newman, Cafeteria Assistant
Congratulations to this week's RISE Scholars of the Week. A teacher or staff member nominated these Panthers for going above and beyond in demonstrating one or more of our RISE qualities—Responsibility, Integrity, Spirit, and Excellence. These core values define what it means to be part of the Ridgeview family. #PanthersRISE

Courtney Byrd
Chris Bembischew Zamora
Jeremiah Brown
Zach Schaefer
about 2 months ago, Ridgeview High School
RISE Scholar
RISE
RISE Scholar
RISE
The final bell has rung, and Spring Break 2026 is officially here! 🌴☀️

As we head into the weekend, we want to wish all of our students, teachers, and staff a restorative and joyful week off. Whether you’re traveling or enjoying some local sunshine, we hope you have a safe and wonderful break.

Here is a quick refresher on the schedule before you head out:

🗓️ Important Dates

March 16 – 20: Spring Break (No School)

Monday, March 23: Teacher Planning Day (No school for students)

Tuesday, March 24: Students return to the classroom!

We look forward to seeing everyone back and refreshed on Tuesday, March 24. Enjoy the time off, Clay County!

#ClayCountySchools #OneClay #SpringBreak2026 #SafeTravels
about 2 months ago, Clay County District Schools
Happy Spring Break Flyer
RISE Scholar Spotlight - Integrity
about 2 months ago, Ridgeview High School
RISE Scholar Spotlight - Integrity
RISE Scholar Spotlight - Responsibility
about 2 months ago, Ridgeview High School
RISE Scholar Spotlight - Responsibility
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
about 2 months ago, Ridgeview High School
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
In Mr. Ray’s 10th-grade English class, students engaged in collaborative learning as they analyzed a variety of texts, including The Golden Touch, The Necklace, Civil Peace, In La Rinconada, and a poetry collection. Working in groups, students examined their assigned text to identify figurative language while discussing how these literary devices help develop the central idea. Throughout the lesson, students participated in meaningful academic conversations and supported their thinking with evidence from the text. #PanthersRISE
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience. #PanthersRISE
about 2 months ago, Ridgeview High School
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
Last week, students in Ms. McDade’s General Theater class brought creativity and energy to the stage as they performed Captain Potato Head. In addition to acting in the production, students also designed and created their own costumes and helped develop the overall look of the performance, showcasing their creativity both on and off the stage. The project allowed students to build confidence, collaboration, and theatrical skills while bringing the story to life for their audience.
RISE Scholar Spotlight - Integrity
about 2 months ago, Ridgeview High School
RISE Scholar Spotlight - Responsibility
Ms. Eaton’s 10th-grade English students strengthened their writing skills by explaining the role of materialism in their daily lives. Using a paragraph ladder strategy, students broke down the structure of a strong body paragraph by identifying their opinion, explaining their thinking, supporting it with textual evidence, and tying their ideas back to their overall claim. With guidance from the writing notes and the model displayed on the board, students pulled evidence from multiple texts, such as “The Golden Touch,” “The Necklace,” and “Avarice,” to build thoughtful, well-supported arguments. Through planning, organizing ideas, and selecting meaningful quotes, students strengthened their analytical writing while learning to support their claims with clear evidence. #PanthersRISE
about 2 months ago, Ridgeview High School
Ms. Eaton’s 10th-grade English students strengthened their writing skills by explaining the role of materialism in their daily lives. Using a paragraph ladder strategy, students broke down the structure of a strong body paragraph by identifying their opinion, explaining their thinking, supporting it with textual evidence, and tying their ideas back to their overall claim. With guidance from the writing notes and the model displayed on the board, students pulled evidence from multiple texts, such as “The Golden Touch,” “The Necklace,” and “Avarice,” to build thoughtful, well-supported arguments. Through planning, organizing ideas, and selecting meaningful quotes, students strengthened their analytical writing while learning to support their claims with clear evidence.
Ms. Eaton’s 10th-grade English students strengthened their writing skills by explaining the role of materialism in their daily lives. Using a paragraph ladder strategy, students broke down the structure of a strong body paragraph by identifying their opinion, explaining their thinking, supporting it with textual evidence, and tying their ideas back to their overall claim. With guidance from the writing notes and the model displayed on the board, students pulled evidence from multiple texts, such as “The Golden Touch,” “The Necklace,” and “Avarice,” to build thoughtful, well-supported arguments. Through planning, organizing ideas, and selecting meaningful quotes, students strengthened their analytical writing while learning to support their claims with clear evidence.
Ms. Eaton’s 10th-grade English students strengthened their writing skills by explaining the role of materialism in their daily lives. Using a paragraph ladder strategy, students broke down the structure of a strong body paragraph by identifying their opinion, explaining their thinking, supporting it with textual evidence, and tying their ideas back to their overall claim. With guidance from the writing notes and the model displayed on the board, students pulled evidence from multiple texts, such as “The Golden Touch,” “The Necklace,” and “Avarice,” to build thoughtful, well-supported arguments. Through planning, organizing ideas, and selecting meaningful quotes, students strengthened their analytical writing while learning to support their claims with clear evidence.
Ms. Eaton’s 10th-grade English students strengthened their writing skills by explaining the role of materialism in their daily lives. Using a paragraph ladder strategy, students broke down the structure of a strong body paragraph by identifying their opinion, explaining their thinking, supporting it with textual evidence, and tying their ideas back to their overall claim. With guidance from the writing notes and the model displayed on the board, students pulled evidence from multiple texts, such as “The Golden Touch,” “The Necklace,” and “Avarice,” to build thoughtful, well-supported arguments. Through planning, organizing ideas, and selecting meaningful quotes, students strengthened their analytical writing while learning to support their claims with clear evidence.
Ms. Eaton’s 10th-grade English students strengthened their writing skills by explaining the role of materialism in their daily lives. Using a paragraph ladder strategy, students broke down the structure of a strong body paragraph by identifying their opinion, explaining their thinking, supporting it with textual evidence, and tying their ideas back to their overall claim. With guidance from the writing notes and the model displayed on the board, students pulled evidence from multiple texts, such as “The Golden Touch,” “The Necklace,” and “Avarice,” to build thoughtful, well-supported arguments. Through planning, organizing ideas, and selecting meaningful quotes, students strengthened their analytical writing while learning to support their claims with clear evidence.
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations! #PanthersRISE
about 2 months ago, Ridgeview High School
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!
In Ms. LaPierre’s culinary class, students wrapped up their nutrition unit by exploring creative ways to make healthy substitutions in everyday meals. Using cauliflower as a nutritious alternative, students worked in groups to research recipes and prepare a variety of dishes, including pizza with cauliflower crust and baked cauliflower bites. Through collaboration and hands-on cooking, students discovered that healthy choices can also be delicious; many were pleasantly surprised by how much they enjoyed their creations!