School district to invite IU for kindergarten intervention review after teachers flag executive-function gaps

The Punxsutawney Area School District board on Monday agreed the district should ask the regional intermediate unit (IU) to observe kindergarten classrooms and recommend interventions after teachers reported needs in executive functioning and fine-motor skills.

District administrator Dr. Gaston told the board he surveyed teachers and gathered five intervention options, including the Fueling Brains program, classroom aides, a nonprofit legal and social-services rapid response team, Riverview/IU supports and a bridled (hybrid) approach. He said teachers’ top-identified needs were “executive functioning, fine motor skills, followed shortly by instructional and academic readiness.”

Why it matters: Board members said kindergarten readiness forms the foundation for later learning and expressed urgency about quick supports. Fueling Brains—presented to the board as evidence-based—carries a large recurring price tag and scheduling requirements, whereas the IU can begin with no additional charge and would help assess what combination of supports is most appropriate.

Board discussion and decision: Several board members pushed for teacher priorities and quick supports. Board member Doug said aides and Fueling Brains were the two highest priorities “and…that is what teachers said they need.” After staff described each option’s tradeoffs, Dr. Gaston recommended starting by inviting the IU for observation and system review. “I think the most appropriate right now for our approach would be to get the IU to come in and do some observation,” Dr. Gaston said. He noted the IU visit is “free” and could help the district bolster its MTSS (multi-tiered system of supports) process.

The board signaled agreement: Dr. Gaston was authorized to contact the IU as soon as possible and report back at the next meeting. The board also asked staff to pursue proposals from Legal and Social Services (a nonprofit described in the packet as offering a rapid-response team that includes outreach to families) to better define costs and community outreach roles.

Program details discussed: The Fueling Brains option was described to the board as evidence-based but costly—board materials and Dr. Gaston stated a consortium price was conveyed as roughly $93,000 per year for the district’s classrooms, and the program would require 90 consecutive minutes per session over a 16-week cycle. Classroom aides were described as lower‑cost, immediate supports for tasks such as restorative transitions, toileting and fine motor assistance but would not substitute for coach/clinical guidance. The Legal and Social Services rapid response option was described as a team of early-childhood specialists who would coordinate with families and classroom staff; Riverview/IU services were described as more education-system–focused, with school-embedded observation, coaching and recommendations.

Next steps and constraints: Board members emphasized urgency and requested a brief update at the Tuesday meeting on when the IU could visit and what expertise it would bring. Dr. Gaston emphasized the district had already paid for IU services in advance and that the IU’s initial observations would not obligate the district to purchase other services. The more expensive options such as Fueling Brains would require separate budget decisions and potentially multi-year funding if ESSER or other one-time funds are not available.

Ending: The district will begin with the IU observation and ask Legal and Social Services for a proposal and cost estimate; staff will report timing and initial findings to the board at the next regular meeting.