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Victor CSD shares University of Rochester equity audit findings and 2025–26 management plan
Summary
District leaders presented findings from a University of Rochester equity audit and a four‑year management plan that will align building goals and professional development to address gaps.
District leaders presented results of a year‑long equity audit conducted with the University of Rochester and outlined a four‑year management plan the district will use to target gaps identified by the audit.
Karen Ryan and Karen Finter described the management plan as rooted in the district’s strategic plan and organized around three pillars: culture, learning and instruction, and student supports and opportunities. The administrators said the management plan emphasizes a districtwide “model of instruction,” continued use of multi‑tiered systems of support (MTSS), assessment refinement, staff professional development and expanded student voice and leadership opportunities.
The University of Rochester audit, which collected data from the 2023–24 school year and Panorama survey results from fall 2024–25, found high overall participation in advanced courses, athletics and music but flagged persistent disproportionality across some racial and ethnic subgroups, students with disabilities and economically disadvantaged students. The presentation said 47% of high school students took at least one AP exam and that about 40% of students said teachers encouraged learning about different races, ethnicities and cultures on the Panorama survey. The audit also showed that 58% of students participate in athletics and that 40% of eligible students participate in music ensembles — results the presenters called strengths alongside the noted disparities.
Ryan said the audit found that some groups are under‑represented in advanced designation levels and AP participation relative to the district average and that the district must investigate barriers to access, such as awareness of pathways, support structures and cost. Student focus groups were used to add qualitative context; students told auditors that teachers play a large role in student belonging, that social media is a major source of stress and that some teacher‑student affinity interactions can unintentionally exclude other students.
The administration described next steps including: communicating findings to staff and community; using the DEI committee and building leadership teams to translate audit findings into specific building‑level goals and action steps; and monitoring progress with data. The district said elementary leaders would begin connecting building goals to the audit results so the work starts at all grade levels. Board members asked clarifying questions about the grade ranges used for music and athletics comparisons and requested cross‑tabulation to understand overlaps between groups experiencing academic challenges and economic disadvantage.
No formal board action was taken on the equity audit or management plan at the meeting; the presentation was positioned as informational and as a basis for further planning and community communication.
