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Board hears student Learning Lab projects, approves seventh-grade Learning Lab curriculum
Summary
At the Sept. 17 curriculum and technology meeting, students and teachers showcased the district's Learning Lab project-based curriculum for grades 6–8; the board approved the district's seventh‑grade Learning Lab curriculum and related agreements.
At its Sept. 17 curriculum and technology meeting, the Salisbury Township School District Board heard student and teacher presentations on the district’s Learning Lab program and approved the seventh-grade Learning Lab curriculum.
Students and teachers described Learning Lab as a hands-on, project-based course that integrates math and other subjects. Meredith Kelly, the high school student representative, and middle-school students appearing in a program video said the class emphasizes collaboration and practical applications. “I like learning lab because it’s unique and different from all the other classes,” a student in the video said; another added, “I like the projects.”
Teachers outlined concrete projects used across grades. David Beyer, the sixth-grade Learning Lab teacher, described an early project in which students design a zoo to apply area and perimeter concepts to enclosures and gift-shop layouts. “We’re hammering on area and perimeter and an immediate application of what they’re doing when they come from math class,” he said. Amy Huber, the seventh-grade teacher, highlighted a turkey‑trot STEM challenge that used speed and statistics; Melody Benito, the eighth‑grade teacher, described geometric-transformation “tattoo” projects and a theme‑park design that had students produce scaled maps and physical models.
Principal Ken Parlim gave background on year‑two implementation and said Learning Lab grew from an earlier program (Project Wonder) with the goal of making enrichment and remediation accessible to every student in grades 6–8. The presentation also described pull-out math support led by a middle‑school math integration interventionist to provide targeted remediation and allow other students to pursue passion projects.
After questions and comments from board members praising teacher reflection and student engagement, the board moved to approve agenda items 2.1–2.3, which included the seventh‑grade Learning Lab curriculum. The motion was seconded and approved by voice vote.
The board noted follow-up work: staff will continue refining science and English curriculum components and evaluate implementation fidelity as the program expands to new thematic units. The board also scheduled continued reporting from building leaders at future curriculum meetings.
The board’s approval completes this stage of the Learning Lab roll‑out; the district said it will present additional implementation and assessment details in future meetings.
