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Punxsutawney presenters seek board approval for Fueling Brains kindergarten program, outline costs and expected outcomes
Summary
A group of kindergarten teachers presented Fueling Brains, a 16‑week executive‑functioning curriculum, to the Punxsutawney Area SD board. They described implementation phases, student assessments and a three‑year cost estimate, and answered board questions about staffing, consortium discounts and classroom fidelity.
A team of kindergarten teachers from Punxsutawney Area School District asked the board on Monday to consider adopting Fueling Brains, a 16‑week program the presenters said builds executive‑function skills they described as foundational for kindergarten readiness.
The presenters — Katie James, Kate Doverspike and Erica Wiesneski — described the program in two phases: an eight‑week “how to learn” phase focused on classroom regulation, task stamina and self‑monitoring, followed by an eight‑week “what to learn” phase that targets working memory and cognitive skills to prepare students for academic instruction. “When the bar is set and expectations are communicated and upheld, students at PAES succeed,” one presenter told the board.
They said Fueling Brains uses hands‑on activity “tubs” sequenced by research and tracked through Fueling Brains’ app. Teachers and the program’s research team would monitor executive‑function progress and academic outcomes. Presenters said classroom activities are non‑digital for students; assessments for teachers are online.
Cost and funding: presenters gave a three‑year cost breakdown per classroom: $29,605 in year one, $10,965 in year two and $8,517 in year three. They estimated district totals at $236,840 for year one, $87,720 for year two and $68,136 for year three. They said participation in a PASA consortium (Pennsylvania Association of School Administrators) could reduce costs by about $15,000 per classroom but that the consortium model was not yet established; they described a possible pilot discount if Punxsutawney were an early Western Pennsylvania participant.
Board questions focused on staffing, program fidelity and overlap with existing supports. A board member asked whether the program would replace the need for classroom aides; presenters replied no, aides perform many hands‑on tasks (for example, escorting students to the restroom) and that aids would still be needed at times. Teachers said Fueling Brains could reduce the need for hands‑on monitoring over the year as students gained self‑direction, but they emphasized an initial intensive coaching phase and ongoing in‑person and virtual coaching from Fueling Brains staff.
Teachers also described classroom flexibility: activities are tiered by student readiness using simple markers (colored dots) and tied to initial assessments so students progress at individual levels. Board members raised concerns about program expense and timing during budget preparation; district staff said the goal would be to start in the fall if the board approves and funding is arranged.
Next steps: presenters asked that the item be placed on the July agenda for further discussion and budgeting. They also requested the board consider pursuing PASA consortium participation to reduce per‑classroom costs.
The board did not take a formal vote during the meeting; members agreed to discuss the program and budget implications at the next meeting.
