Punxsutawney Area SD narrows first step on kindergarten interventions, invites IU for free observations

Dr. Gaston, a district staff member, told the Punxsutawney Area School District board that kindergarten teachers had reported the greatest needs were executive‑functioning and fine‑motor skills and that the administration had surveyed teachers on five possible intervention options, including the Fueling Brains program and placing classroom aides.

The board discussed tradeoffs among five options presented in the superintendent’s packet: Fueling Brains (a paid, intensive program), adding classroom aides, a legal and social services nonprofit that offers rapid‑response behavioral supports and family outreach, Riverview/IU services (observation, coaching and system‑level recommendations), and a “bridal” or blended approach. Dr. Gaston said the IU option carries no additional charge to the district and could provide rapid observation, coaching and system recommendations across kindergarten through grade 2.

Why it matters: teachers told administrators they want quick, on‑site help, family outreach and coaching that integrates with the district’s MTSS process. Board members voiced concern about program cost and practical constraints — Fueling Brains was described as costly and time‑intensive — while also stressing that classroom aides are needed in kindergarten rooms.

Board members and staff clarified differences among options. Dr. Gaston described Fueling Brains as evidence‑based but expensive: she said a consortium price previously quoted was “93,000 for our classrooms per year” and that the program requires 90 consecutive minutes per student, per session, for 16 weeks. Legal and social services, a nonprofit based in Clearfield, would offer rapid‑response behavioral specialists who work with teachers and families on targeted students but would not function as classroom aides. The IU (Riverview/Patton) was described as offering both classroom‑level coaching and broader system observations, plus teachers’ access to a coach by text or call for day‑to‑day problems.

Multiple board members said classroom aides and Fueling Brains were the most clearly helpful options but acknowledged aides are expensive and the district is already short of aids. One board member said: "Aids are crucial for some of those things. . . . We're also in a place where we're still looking for 7, 8. And to add another 7, 8 — we're trying to find people that don't exist for the spots that we have." Dr. Gaston summarized her recommendation as a staged approach: invite the IU to observe and report back, then coordinate with Legal and Social Services as needed and continue investigating paid program options.

The board gave staff direction (not a formal vote) to proceed with the IU visit. When asked if Dr. Gaston could call the IU as soon as possible, board members answered in the affirmative: "Is everybody okay with, Dr. Gaston making that call tomorrow?" one member asked, and members replied yes; Dr. Gaston said she could contact them "as early as tomorrow." The board requested a brief update at the next regular meeting about scheduling the IU visit.

Background and next steps: Dr. Gaston said the item was first discussed at a June board meeting and that kindergarten enrollment and needs appear smaller this school year but that the district should address foundational skills now to avoid future problems. Staff will arrange IU observations (described in discussion as free to the district), gather clarifying cost and time information on other options, and report back to the board.

Ending: The board’s near‑term action is administrative direction to secure IU observations and assessments; any decision to purchase a paid program or add permanent classroom aides would return to the board once staff provide cost estimates and IU findings.