Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Student Achievement topic
No spam. Unsubscribe anytime.
District presents strong graduation and assessment results; board discusses assessment tools and support
Summary
Victor CSD presented its 2021 cohort graduation rate of 98.4% and a students-with-disabilities graduation rate of 91.2%, highlighted AP and dual-enrollment offerings, and reviewed K–8 benchmark and 3–8 assessment gains; board members asked questions about Regents feedback, AP supports and whether resource allocation affected gains.
At the Oct. 16 Victor Central School District board meeting, district leaders presented a broad review of student achievement data, including cohort graduation rates, AP and dual‑enrollment performance, Regents results and K–8 benchmark trends.
Assistant Superintendent for Instruction Karen Finter said the district’s 2021 graduation cohort achieved a 98.4% graduation rate and reported a students-with-disabilities graduation rate of 91.2%, which staff described as substantial growth from earlier years. “Our 2021 cohort had an outstanding year,” Finter said.
Finter also highlighted advanced coursework: the high school offers about 22 AP courses and staff reported that 92.9% of students who took AP exams scored a 3 or higher. The district also provides more than 26 dual-enrollment opportunities and is launching a welding certificate partnership with Finger Lakes Community College (FLCC).
On Regents performance, Finter noted the state has recently introduced new exams (biology replacing living environment and a new geometry exam) and said Victor showed year-to-year growth in proficiency and mastery across multiple Regents exams, ranking among the top five for proficiency compared with similar-sized districts in the Wayne Finger Lakes BOCES region.
Director of Science and Mathematics Carrie Goodell reviewed 3–8 assessment trends and K–8 benchmark measures, reporting double-digit gains in some grades and continued growth in ELA and math proficiency and mastery. Presenters emphasized multiple measures (AimsWeb, NWEA and oral reading fluency/ORF) to screen and diagnose student needs and to inform PLC-driven interventions.
Acting Principal Kate Pyle updated the board on implementation of the district’s new internet‑enabled device policy at the senior high, reporting that after roughly 30 school days — with about 1,250 enrolled students — the district had documented 127 violations; parents were contacted and repeat violators have faced additional consequences.
Board members asked whether Regents reporting includes standards-level feedback; staff confirmed the state provides detailed reports that can be compared to BOCES, region and statewide metrics. Members also pressed for review of where AP performance lags and for supports to help students who score below a 3 on AP exams; presenters emphasized the district’s priority on access to rigorous coursework and explained that students may take college-level retakes if needed.
District staff said they will return to a future workshop with additional details and extended analyses of charts and cohort tracking. The presentation materials and a comprehensive data book were provided to the board.
