MEASURE: Increasing Grades

Within An Arts Integration

Curriculum
JASMINE WYCHE

COUN640
County Demographics
Gender ECONOMIC STATUS

Econonomically
Female Disadvantaged
Male Not Economically
Male Female 50% 50% Disadvantged
49% 51%

Total Enrollment: 42, 388

2% of the Henry County Schools population are ELL.
County Demographics
Race

4%
3%
Hispanic
1%
1% 10% Black
White
Asian/Pacific Islander
Native American
27%
Native Hawaiian or Other Pacific Islander
Two or more races

54%
 School Demographics
New Hope Elementary
Race
Gender

White
1%
Female 5% Black
7%
Male Hispanic
52% 48% 12% Two or more races
Asian/Pacific Islander

Economic Status 75%

Low-income and
underserved
36% students
All other students
- 736 Students 64%
- 2% ELL
- Not Title I
M - Mission
NHE MISSION:

Our mission is to maintain a strong focus on student connectivity, authentic learning experiences, arts integration, and professional
development to engage all learners and strengthen our core business of student learning.

VISION AND BELIEFS ALIGNED TO DISTRICT PRIORITIES:

Our vision is to become a leading arts integration school where all students have the opportunity to engage in a dynamic, creative, and
rigorous learning environment through the arts.

COMMITMENTS:

We commit to:
• Believing that every child is an artist.
• Ensuring a high performing learning environment for all students.
• Strengthening our relationships with our families, students, and the community.
• Maintaining a positive school culture where students and staff feel safe and loved.
• Integrating the arts consistently in all content areas, grade levels, and programs.
• Continuous professional development for staff.
M - Mission
NHE COUNSELING MISSION:
The mission of New Hope Elementary School’s Counseling Department is to provide a comprehensive
counseling program aligned with the ASCA model designed to meet the academic, social-emotional and
college/career needs of all students so that they may become responsible and productive citizens. As
counselors, we will serve as advocates for students by valuing high expectations and encouraging creativity
within the academic domain. Within the context of our arts integration initiative, we will work in
partnership with students, staff, families, and community members to prepare students to be college,
career, and life ready.

NHE COUNSELING VISION:

The New Hope Elementary School Counseling Department's vision is to promote success of each student
through encouraging creativity, critical thinking, collaboration and communication to assist them in
becoming lifelong learners.
E – Element
NHE Student Performance Goal #3:
For the 2021-2022 school year, 75% of our third through fifth-grade students will score as
proficient and above on the 2022 Georgia End-of-Grade Milestones assessment in English
Language Arts.
Content Mastery
3rd-5th Grade

Beginning
6% Developing
28% Proficient
31% Distinguished

35%

(English/Language Arts)
E – Element
Enrollment Data as of April 2022: 3rd grade: 81 students // 4th grade: 82 students // 5th grade: 87 students

Element: 3rd – 5th Grade students with a 70 or below in ELA on 9-week report card

Baseline: 29 3rd – 5th grade students had a 70 or below on 9-week report card

The goal is to have all students participating in the 6-week small group finish the semester with a B or higher in ELA.
A - Analyze
This MEASURE would implement a self-awareness creative writing activity for students. This art and writing
activity was created to give students a way to express their individuality and values. This activity aided in
student connectivity and goal setting.

3rd – 5th Grade students with a 70 or below in ELA on 9-week report card: 29
◦ 3rd graders – 4
◦ 4th graders – 11
◦ 5th graders - 14
3rd – 5th Grade students attending small group: 21
◦ 3rd graders – 2
◦ 4th graders – 8
◦ 5th graders – 11

◦ The goal is to have all students participating in the 6-week small group finish the semester with a B or higher in ELA
 SU – Stakeholders Unite
The NHE Counseling Department will hold small group lessons twice a week during the 5 th grade student’s 30-minute recess block.

Groups are split between 10 and 11 students who will participate in the group once a week.

Counselors:
• Collaborated with assistant principal and principal to retrieve data and determine the need for students.
• Maintained discussions where teachers have found the need and concern for the writing skills of the students in our group.
•Conducted a creative art and writing activity small group to give students a way to express themselves and set goals.

Parents:
• Reviewed the permission forms and purpose of the small group to determine whether the intervention will be beneficial for
their student.

Teachers:
• Collaborated with the school counselor to establish the best times to pull students for small group counseling.
• Maintained contact with the school counselor with updates about peer conflicts in the classroom.
Intervention
Students were split into two groups (Group A – 10 students // Group B – 11 students)
7 group sessions were held (“IF I WAS A FLOWER…”). Each session ends with students having a group
discussion about their goals for the week.
Session 1: We discussed the purpose of the group and student’s grades. They were given a pretest to
gauge self awareness and willingness to set goals.
Session 2: Students were asked to draw a flower that would represent themselves. They were then
given a prompt of “What kind of flower would you be?”
Sessions 3-6: Students were given the prompts… “Where would you like to be planted?”, “Would you
want someone to pick you?”, “How do you think the flower you’ve drawn reflects your personality?”,
“If someone did pick you, who would you want it to be?”, “How does the flower you’ve drawn reflect
your values?”
Session 7: Book creation and celebration.
Pre-test
14

12

10
9

7 7

2 2

I am confident in my writing skills I know what self awareness is I believe that goal setting can improve
0 my
grades

Yes Maybe No
R – Results
3rd – 5th Grade students in group with a 70 or below at the end of term: 0/21
3rd – 5th Grade students in group with an 80 or higher in ELA at the end of term: 17/21
• 3rd graders – 2
• 4th graders – 5
• 5th graders - 10

Three 4th grade students had a grade of 77

One 5th grade student had a grade of 75
Post-test
21
19
17

4
2
I am confident in my writing skills
0 I know what self awareness is0 I believe that goal setting
0 can improve
0 my
grades

Yes Maybe No
E – Educate
This small group seemed to work for the students involved that had a 70 or
below in English/Language Arts.
It was purposeful in referencing the student-arts initiative of the school, along
with the performance goals set by the school leadership.
Students worked to not only gain self awareness and confidence but set goals
weekly in the subject area to increase their grades.
Supervision Questions
1. How could we have modified this lesson to include more stakeholders in the
community or outside resources?
2. With the school trying to implement an arts initiative for each student, we
tried to construct a very creative activity for this measure. Are there any
other art related activities that we could’ve included to work to improve ELA
grades?
3. How do you handle teachers that rely entirely upon your intervention or
refuse to communicate effectively with their students?