Academic Year 2007 - 2008 Team Report

Lanigan Team Report


Team Members:  Jeremy Belfield, Michelle Briggs, Krista LaDue, Peggy Spadafora, Tanya Ramalho, Meredith Gill-Williams

Team Name (e.g. Delaware Elementary):

Lanigan Elementary   

Write the number of Teacher participants for each period.

Academic Year number

Summer Institute



Team Location and Focus (e.g. Delaware—ESL literacy)

Lanigan – Parent Involvement

Data analyzed on teacher learning and results (e.g. Faculty surveys, teachers reflective journals)

Parent Involvement

Based on our experience implementing GESA for Parents over the course of the past school year, our team of teachers collaborated to improve parent involvement throughout our school district in this coming school year. Parent involvement has increased at our particular school site as a result of the implementation of GESA for parents in addition to other actions taken by staff members throughout the entire school building.

In terms of our success with GESA for Parents, we had a core group of parents that attended the workshop sessions. Parents gave very positive feedback in terms of the content of the presentations and had several suggestions to broaden the content of workshops to meet their parenting needs. Based on this feedback, we have designed a new series of workshops related to the GESA for Parents units to help address their concerns.


One area that our school has shown tremendous improvement in student achievement has been in the results of the NYS Math exams. However, even in light of this improvement there is room for growth in student understanding of mathematical process thinking. Our school building has chosen the focus of differentiated instruction to help meet the needs of all students. Our plan for this coming school year to implement the use of visual representations to help students gain a more global perspective of mathematics. This process will allow students to see math connected to the visual arts along with other content area learning. This idea represents the concept of differentiated instruction in that it will be geared towards student interest. The tasks will be rather open ended so that end results for individual students or groups of students will be reflective of their level of readiness. The tasks will be constructed in a manner to tailor towards different learning styles. 

Data analyzed on student learning and results: (e.g. annual literacy assessments/NYS report card disaggregated data for 4th grade ELA, analysis of rubric scores on students writing samples each quarter for students in v.s. not in the program):

Parent Involvement

 After analyzing NYS test results, our school building continues to fall short in meeting the needs of economically disadvantaged students. One of the keys to reaching this group of students is to make positive connections with the child’s home environment. We plan on using our GESA for Parents workshops as an opportunity to form this partnership. More specifically, we plan on hosting the sessions in a neutral environment (e.g. public library) and we plan on expanding the content of the workshops to draw more interest. We are confident that GESA for Parents will provide another opportunity for teachers and parents to work together to garner the success of all students at our school site. We will use attendance at the GESA for Parents workshops, parental involvement in the classroom, and feedback from parents to measure the success of this initiative.


In terms of measuring the success of implementing the use of photos and the visual arts in math class, we will use rubrics to gauge the measure of success for student learning. We also anticipate seeing student achievement results reflected in the results of the NYS Math Assessments.