Candidates offer varied plans to address pandemic learning loss, gifted students and extracurricular access

Penfield Central School District candidates described different approaches to pandemic-related learning loss, support for advanced and gifted students, and access to extracurricular activities at a recent candidates forum.

Several candidates said the district should "meet the kids where they are" and tailor supports. Scott Wilson, a candidate and family physician, said individualized plans and earlier intervention are critical because missing skills (especially in math) compound over time. Susan Gilbert Collins emphasized social-emotional effects of the pandemic and said students often return to school socially younger than their grade level; she urged strengthening counseling and supports.

Candidates who focus on academic rigor urged both remediation and continued challenge for high-performing students. James Ashby said stabilizing data collection and creating baselines are necessary before judging performance and pointed to efforts to restore acceleration options at the middle school. Nate Chienenko argued that the board should identify root causes of learning gaps before selecting remedies and said accountability is part of addressing any measurable loss.

Several candidates highlighted concrete programs the district already uses: Emily Roberts, a teacher and incumbent board member, described the district's MTSS (multiple-tiered systems of support) and integrated co-teaching models at the elementary level as ways to provide in-class support. Roberts also noted the district paid for Advanced Placement exam fees this year so students would not face that cost.

Access to extracurriculars was another common theme. Chienenko and others said the district should ensure students who cannot afford equipment or transportation still have opportunities in athletics, arts and clubs. Candidates recommended working with administrators and booster groups to expand access and consider budget trade-offs to sustain these programs.

The candidates framed their proposals as complementary rather than mutually exclusive: more individualized academic supports, social-emotional resources and preserved or expanded advanced offerings. They said teachers, counselors and students should be consulted when shaping any district response.