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Rushford-Peterson packet outlines Infinity Lab proposals and applied-learning pathways
Summary
Board materials presented detailed Infinity Lab programming (competitions and lab rules) and two curriculum proposals: a '5th Grade Math in Motion' robotics intervention tied to Khan Academy mastery checkpoints, and a 'Geometry Applied Engineering Pathway' allowing eligible students to apply geometry in Lego robotics and pre-engineering projects.
Board packet materials for the Nov. 17 meeting include a multi-part Infinity Lab program and two curricular proposals that would allow students to apply math and geometry through Lego robotics and engineering challenges.
The Infinity Lab materials describe in-class competition modules (Breakpoint Bridge; Earthquake Tower; Axle Breaker; Tug-of-War; Slow-Mo Showdown; Gearbreaker Gauntlet) with rules, objectives and scoring/leaderboard guidance intended for Room 128. The packet frames the lab as a hands-on STEM enrichment space to foster measurement, geometry, problem solving, collaboration and engineering habits.
A written proposal titled “5th Grade Math in Motion” would permit eligible fifth graders who meet mastery benchmarks on Khan Academy and cross-referenced standardized assessments to leave part of regular math class to work in the Infinity Lab. The proposal sets an initial schedule (Monday–Friday, 10:00–11:00 a.m.), monthly mastery checkpoints tied to Khan Academy levels (detailed percent targets by month), and conditions for maintaining participation (progress monitoring and return-to-class if minimum benchmarks are not met).
A separate proposal, “Geometry Applied Engineering Pathway,” would allow secondary students who demonstrate strong academic performance and responsibility (a B+ or higher in geometry) to complete weekly Open Math assignments and use class time in the Infinity Lab for pre-engineering projects. The pathway emphasizes applied learning, maintenance of required assessments (quizzes and tests to be taken in the regular classroom) and prerequisites for sustained participation.
Both proposals emphasize evidence of mastery and ongoing progress monitoring. The Math in Motion proposal explicitly ties eligibility to Khan Academy mastery percentages and to standardized assessments such as the Minnesota Comprehensive Assessments (MCA) and FastBridge aMath for cross-verification.
The packet does not record detailed board debate or a formal vote on implementing these programs at the Nov. 17 meeting; the materials are presented as proposals for board consideration and future action. The programs would require staff scheduling, monitoring procedures, and periodic review to ensure students maintain foundational skills in the core curriculum while participating in applied projects.
