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Victor Central presents special‑education gains and explains discipline and IDEA protections
Summary
District special‑education leaders reported a rise in graduation rates for students with disabilities, reviewed program placements and MTSS work, and outlined disciplinary decision processes and legal protections under IDEA including manifestation and pattern determinations.
Victor Central School District officials told the Board of Education that graduation outcomes for students with disabilities have improved and described how the district uses data and legal processes to guide discipline and supports.
Karen Ryan, assistant superintendent for pupil services, joined directors Amanda Tripp and Shannon McMurtry to present the most recent special‑education data. For the 2024–25 cohort of 34 students with disabilities, 18 earned Regents diplomas and 13 earned local diplomas; two students in that cohort dropped out, and one earned a non‑diploma option. "This is two students too many," Ryan said, adding that expanded programming and targeted interventions have helped improve outcomes.
Ryan reported that as of October 2025 the district identified 571 students with disabilities, with 527 served in district programs. Of those, 369 are educated in the general education classroom at least 80 percent of the day; 82 spend time in district special‑class programs; 101 receive mixed in‑district and BOCES services; and 15 attend separate schools such as School of the Holy Childhood and Mary Cariola.
Presenters described MTSS and expanded integrated co‑teaching services (K–12) as drivers of improved access and outcomes. They also reviewed the district’s disciplinary decision‑making process for students with disabilities, explaining how data on frequency, duration and intensity of behavior feeds tiered responses and how manifestation determinations under IDEA prevent inappropriate suspensions. "If a student with a disability faces a change in placement due to a suspension of more than 10 days, a manifestation review occurs," the presentation said, listing the questions the team must answer about whether the behavior was a manifestation of the disability and whether the IEP was implemented.
Board members asked for additional benchmarking and participation data (clubs and activities) disaggregated by subgroup to identify students with fewer engagement touchpoints. Presenters said some participation data exist, that they are reviewing equity‑audit findings, and that they will pursue additional analysis and outreach to Panorama and comparable districts.
The presenters said the district will continue parent outreach (a parent night planned for February), extended‑school‑year planning, and work to refine data collection and criteria for entrance and exit for related services.
