Curriculum and Instruction

OUR MISSION: To Teach, To Learn, To Support, To Improve, To Achieve

Academic Achievement
Students attending the Victor Central School District are highly engaged in an environment that aligns authentic learning to core academic standards while simultaneously developing character and citizenship. Building on their natural curiosity and learning styles, our students will emerge as creative, collaborative, critical thinkers who can communicate effectively and persevere in a continuously and rapidly changing world in order to meet their individual potential.

Student Social, Emotional, and Physical Well-being
In our community, a student’s social, emotional and physical well-being is as important as their academic success. We believe that students reflecting on their experiences will foster the growth necessary to become responsible decision makers. As a community of students, parents, and educators, we work to foster a safe and accepting environment where students experience a sense of belonging and self-worth, treating others with civility, respect, and kindness.

K-12 Commencement Standards that Produce World-Ready Graduates

Effective Communicators
Professional Development Plan

Effective Communicators

Professional Development Plan

Professional learning is a valued component of teaching and leading in VCS. There are a variety of ways in which professional learning is leveraged in support of our mission, “to teach, to learn, to improve, to achieve!” Professional learning activities are aligned to district goals and supported by a strong research base. Please click on the full Professional Learning Plan to learn more.

Professional Development Plan

Academic Intervention Services in a Response to Intervention Model

Academic Intervention Services in a Response to Intervention Model

In the Victor Central School District, we believe all students can learn, improve, and achieve academic and social emotional success. To ensure students meet these goals, we implement a Response to Intervention or RtI process so that students can receive appropriate supports in order to grow academically, socially and emotionally. The RtI process includes teams of educators that:

Analyze nationally normed assessment data, local and State assessment data, and teacher observations to identify students who may be at risk for not meeting grade level standards in core academic areas and/or in need of social-emotional support.
Develop plans that use scientific, research-based instructional strategies to meet targeted student goals in academics, developmental needs (at the elementary level), and/or social-emotional learning.
Evaluate and assess to determine the effectiveness of interventions and the rate of student growth.
Adjust student plans to offer more/less intense interventions based on student need. See graphic below for details regarding our three-tiered approach to Response to Intervention (RtI).

When students make progress toward meeting grade level standards, a team of educators will reconvene to determine whether or not the student will be exited from RtI services. Families will receive written notification when a student is exited or entered into RtI Services.