##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_[X]{.underline}\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. Odessa W.
Richards]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Savannah Arts Academy]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_[500 Washington
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

\_[Savannah,]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[GA]{.underline}\_\_\_\_\_\_\_\_\_[31405-2322]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_[Chatham
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_State School
Code Number \_[625-0499]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone ([912) 201-5000]{.underline} Fax [(912) 201-4160]{.underline}

URL:
[http://www.savannah.chatham.k12.ga.us/schools/default.aspx?schoolname=Savannah%20Arts%20Acad](http://www.savannah.chatham.k12.ga.us/schools/default.aspx?schoolname=Savannah Arts Acad).

E-mail [odessa.richards@savannah.chatham.k12.ga.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Dr. Thomas B. Lockamy, Jr.]{.underline}

District Name [Savannah-Chatham County Schools]{.underline} Tel. [(912)
201-5600]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board President/Chairperson [Mr. Hugh S.
Golson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_[30]{.underline}\_\_ Elementary
schools

\_[11]{.underline}\_ Middle schools

\_\_[0]{.underline}\_ Junior high schools

\_\_[7]{.underline}\_ High schools

\_\_[8]{.underline}\_ Other

\_\_[56]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_[\$7,790]{.underline}\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_[\$7,774]{.underline}\_ \_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ x \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3 months (Interim)]{.underline} Number of years the principal has
been in her/his position at this school.

[5.5 years]{.underline} If fewer than three years, how long was the
previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       77        132         209

  **2**                                                     **10**      66        122         188

  **3**                                                     **11**      54        94          148

  **4**                                                     **12**      36        77          113

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   658
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [74]{.underline}% White

the students in the school: [20]{.underline}% Black or African American

[3]{.underline}% Hispanic or Latino

[3]{.underline}% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_[3]{.underline}%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      1
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      18
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    19
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 577
                            the school as of October 1  

  **(5)**                   Total transferred students  .0329
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_[10]{.underline}\_\_%

Total number students who qualify: \_[69]{.underline}\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_[3\_\_]{.underline}\_\_\_%

\_\_[21]{.underline} \_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[15]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_\_[2]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[47]{.underline}\_ \_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_
\_\_\_[1]{.underline}\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[18]{.underline}\_\_\_ \_\_\_[3]{.underline}\_\_\_\_
>
> Total number \_\_\_[69]{.underline}\_\_
> \_\_\_[4]{.underline}\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_[14:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96%         96%         95%         95%         95%

  Daily teacher attendance  94%         94%         95%         94%         96%

  Teacher turnover rate     16%         18%         20%         21%         20%

  Student dropout rate      0%          0%          0%          1%          1%
  (middle/high)                                                             

  Student drop-off rate     3%          3%          3%          3%          3%
  (high school)\*                                                           
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*The drop-off rate is due to students who move or are withdrawn for
disciplinary infractions.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2005 are doing as of September 2005.

+--------------------------------------------------------+-------------+
| Graduating class size                                  | > \_\_[     |
|                                                        | 126]{.under |
|                                                        | line}\_\_\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > [90]{     |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | >           |
|                                                        |  ­­[\_\_\_0]{ |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > [\_\_     |
|                                                        | > 3]{       |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Found employment                                       | > \_\_[0]{  |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Military service                                       | > [\_\_1]{  |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > [\_\_1]{  |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Unknown                                                | > [\_\_5]{  |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**[Summary]{.underline}**

Savannah Arts Academy first opened its doors to students in August, 1998
in a 1930s building located in historic Ardsley Park. The school began
as a dedicated visual and performing arts academy and charter school;
however, after five years, the school community chose not to renew the
charter. The school now exists as the district's only dedicated magnet
and the only high school for the visual and performing arts in the area.
The population is made up of students from all eleven public middle
schools as well as private schools in the county. Students from
surrounding counties are also enrolled on a tuition basis.

*The mission of the school is to develop graduates who exemplify
academic and artistic excellence.* The curriculum, instructional
strategies, resources and leadership decisions revolve around that
mission. Students are enrolled in seven classes per year, earning a
total of 28 Carnegie units during their high school career. All students
are enrolled in a college preparatory course of study; however, many
students are simultaneously enrolled in a career/technical preparation
program. A wide variety of Advanced Placement courses are offered in
both academic and artistic subject areas. In the graduating class of
2005, 94.4% qualified for the HOPE Scholarship. The HOPE Scholarship is
a state scholarship program funded by the Georgia Lottery. Students who
maintain an 80% average in academic courses are eligible to receive the
HOPE Scholarship.

Many students have earned Carnegie credit while in middle school; this
allows these students the opportunity to take additional academic and
arts classes in their junior and senior years. Among these choices are
opportunities to participate in joint enrollment with local colleges and
internships with local businesses.

Savannah Arts Academy offers five major areas of study for students:
dance, theatre, music, communication arts and visual arts. Music major
students select an emphasis in vocal music, orchestra, band or piano. In
addition, communication arts students can receive a seal in
career/technical education because that program of study meets both
requirements.

The vision of Savannah Arts Academy is to be a school of academic and
artistic excellence united in partnership with the community and
academia. Students are challenged to fulfill their artistic potential
while meeting and exceeding the high academic standards established by
an interdisciplinary school and community-wide curriculum. The
stakeholders envision our school as the catalyst for new technology and
the arts prepare students to become creative and imaginative thinkers
who are able to ignite the imagination of a new generation of explorers.

An extensive selection of art, athletic, and academic extra-curricular
activities are offered. These include, but are not limited to:
volleyball, cross country, swimming, wrestling, golf, soccer, tennis,
track and field, One Act Play Festival, Literary Competition, Science
Club, Odyssey of the Mind, National Honor Society, Beta Club, Thespian
Society, Future Business Leaders of America, Academic Decathlon, Model
United Nations, Georgia Mock Trial, Spanish Honor Society, French Honor
Society, and Georgia Southern University Oratorical Competition in
Spanish and French. All students are required to complete ten hours of
community service each year as part of the school's belief that
education exists beyond the school walls.

Cross-curricular activities supported by the use of technology are
evident in the classroom as well as in the hallways, display cases, and
the media center. Interdisciplinary experiences allow students to
connect knowledge and experiences from different subject areas; for
example, the Music Department collaborates with the History Department
for the opening of Georgia Day activities. Students participate in
numerous field trips each year that enrich and support the curriculum.

**[Assessment Results]{.underline}**

The Georgia High School Graduation Test (GHSGT) is designed to certify
Georgia high school students for graduation and serves as the state's
accountability measure for Adequate Yearly Progress (AYP) under the No
Child Left Behind Act of 2001. Information on Savannah Arts Academy's
performance on the GHSGT may be found at:
<http://reportcard2005.gaosa.org/k12/reports.aspx?TestType=QCC&ID=625:499>.

These tests are based on the state-adopted curriculum and help ensure
students have mastered the content necessary to be successful in a
competitive job market and in post-secondary education. The content area
exams are administered for the first time to 11^th^ graders who take the
writing test in September and the remainder of the tests the following
March. The tests consist of multiple-choice questions and a writing
prompt. The performance levels for the graduation exam are Pass Plus,
Pass, and Fail. Test results are reported on a scale of 400-600;
students must achieve a scaled score of 500 in each subject area tested
to pass. The Pass Plus score for English/Language Arts is 538; the Pass
Plus score for Mathematics is 535.

The Governor's Office of Student Achievement awarded Savannah Arts
Academy the Platinum Award for Highest Percentage of Students Meeting
all Standards based on the 2004-2005 State Report Cards data. Platinum
Schools must have made Adequate Yearly Progress (AYP) for three
consecutive years and have a minimum of 35% of students Exceeding
Standards and at least 98% of Students Meeting and Exceeding Standards.

Because of our nearly perfect passing rate, Savannah Arts Academy
focuses more on the percentage of students who score at the Pass Plus
level, and many of our goals for improvement are based on that
information.

In the area of English/Language Arts, all students passed this test for
the last three years. There has been a steady increase in the number of
students scoring at the Pass Plus level, from 81% to 98%. In the last
two years, there has been minimal disparity between racial groups, but
three years ago, a more substantial difference was noted between
Caucasian and African-American student scores. This data demonstrates
significant progress towards eliminating the achievement gap between
these ethnic groups.

In the area of mathematics, all students passed the test in the last two
years, and 99% passed three years ago. The number of students scoring at
the Pass Plus level increased from 67% to 90%. In the subgroups, the
Caucasian students increased the Pass Plus scores from 73% to 98%; the
African American students increased from 46 to 70%. There is a notable
difference between the racial subgroups. Although each subgroup has
improved at a similar pace, they remain divided by a difference of 28%
points.

**[Using Assessment Results]{.underline}**

The Savannah Arts Academy uses a comprehensive assessment system to
monitor and evaluate student learning and to improve curriculum and
instruction in a variety of ways. Teachers provide students with a
grading rubric and performance expectations at the beginning of the
school year. Classroom teachers regularly evaluate students using tests,
portfolios, projects, and research papers. In addition, teachers use the
practice tests for the Georgia High School Graduation Test (GHSGT) and
the actual exam to evaluate the students' mastery of the curriculum
objectives. The PSAT taken by all students in grades 9 -- 11 annually
serves as an evaluation and diagnostic tool. The administrative staff
and School Improvement Leadership Council (SILC) collaboratively gather
and analyze the results of the PSAT and the End of Course Testing (EOCT)
to assure the alignment of teaching strategies with instructional
support and resources. The EOCT is mandated by the Georgia Board of
Education to ensure all Georgia students have access to a rigorous
curriculum that meets high expectations and to provide information to
improve student achievement through effective instruction of the
standards in the state-adopted curriculum.

Savannah Arts Academy uses this empirical data from standardized test
scores and compares it to district, state, and national averages to
determine school improvement efforts. This allows the areas needing
improvement to be identified and ensures that improvement efforts are
data driven. When school improvement issues occur, the school
administration and the School Improvement Leadership Council meet to
develop a plan. Once this is determined, the department chairs meet with
their departments to brainstorm ideas and to develop specific strategies
to implement a corrective action. The departments' strategies become a
part of the overall Comprehensive School Improvement Plan which is
implemented school wide. The school profile is updated annually as
performance data becomes available.

**[Communicating Assessment Results]{.underline}**

Savannah Arts Academy uses data to continually improve course
sequencing, pacing, curricular planning, and policy decisions.
Stakeholders are surveyed annually. Additionally, failure reports and
other performance data are monitored routinely and utilized in
decision-making. Communication implemented through the website is
updated regularly to include timely information. Parents have daily
access to *Parent Connect* through which they can monitor their child's
academic progress in each class throughout the school year. With *Parent
Connect,* parents can communicate with teachers through e-mail or
receive e-mail notification of tardies, unexcused absences, missing
assignments, failing grades, or discipline incidents. The Comprehensive
School Improvement Plan is based entirely upon measurable data and
performance standards and is revised annually with continual improvement
expectations.

English, mathematics, science, and social studies departments mail
notices to parents to inform them of available tutorial sessions for
test improvement. The SAA guidance department sends information to each
student's home relating to standardized testing, advisement and guidance
opportunities applicable to students on each grade level.

The results of the Georgia High School Graduation Test (GHSGT) scores
are reported to the districts, the schools, the students, and the
parents approximately one month after testing occurs. Scores are
reported to the public on an annual basis. Scoring of the writing test,
a direct measure of student writing ability, takes eight weeks to
receive results. Students receive a score report indicating a pass or
fail score and show each content area scored as well as related strand
scores (skills and content) for each skill area.

All testing data are compiled and used to compare skill of previous
years' performance to current year results for longitudinal analysis.
These data are used as empirical evidence of student learning and
progress. Though individual student data is not available to the public,
school averages are located on the Georgia Department of Education
website, the Savannah-Chatham County School District website and the
Savannah Arts Academy website. This information is used to show the
results of the school's efforts to improve student learning.

**[Sharing Success]{.underline}**

Savannah Arts Academy shares its best practices for student achievement
through a variety of methods at the national, state, and district
levels. SAA is a part of the Southern Regional Education Board *High
Schools That Work (HSTW)* initiative. Teachers attend HSTW regional,
state, and national conferences where best practices are shared through
roundtable discussions and workshops.

The majority of the staff has received gifted certificate endorsement.
During this training, teachers have shared successes with other teachers
in the Savannah-Chatham County School District. Savannah Arts Academy
staff, whose students have scored high on the Advanced Placement exams,
have been asked to share their pedagogical techniques with other
Advanced Placement teachers at Advanced Placement meetings.

SAA students who travel regionally and nationally are given an
opportunity to demonstrate their artistic successes with other students
and teachers. Within the Savannah-Chatham County Public School district,
Savannah Arts Academy teachers meet with other educators in their
disciplines to share their best practices and successes.

The Savannah Arts Academy website contains current news on the many
successes of the students and staff. This information can be found at:
<http://www.savannah.chatham.k12.ga.us/Schools/High+Schools/Savannah+Arts+Academy/News/>.

**[Curriculum]{.underline}**

SAA offers a research-based curriculum that supports best practices and
defines expectations for student learning. Course syllabi are designed
using mandated Quality Core Curriculum objectives, Georgia Performance
Standards, and national/local standard requirements.

Georgia has two programs of study and SAA offers both: College
Preparation and Career/Technical Preparation. Both College Preparation
and Career/Technical Preparation offer seals with distinction. The
College Preparatory curriculum prepares students for a four-year college
program. The Career/Technical Preparation prepares students for the
workforce, a technical institute/junior-college or traditional college
program.

The curriculum challenges students in the arts and academics. Honors or
Advanced Placement classes comprise 34% of the 103 courses offered. The
curriculum provides opportunities for higher order thinking skills and
allows investigation that encourages new applications of learning.
Courses are aligned to build new knowledge on learning from previous
classes. This progressive skill acquisition is monitored by teachers,
counselors, and administration.

Academic programs are completed as required by the State of Georgia and
the local school district policy. Students follow a program of study by
art major and must earn a minimum of eight Carnegie units in the arts to
graduate. Students must maintain at least an 80% overall average.

All students are required to complete four English courses emphasizing
critical analysis of literature and the development of critical writing.
All courses are Honors/Advanced level. Advanced Placement Language and
Composition and Advanced Placement Literature courses are offered.

Four years of math courses are required for all students. Fundamental
and advanced algebraic skills are developed in Algebra I and II courses,
followed by advanced math concepts in Geometry and Trigonometry. Algebra
III and AP Calculus courses are offered.

All students earn three science credits in Biology, Chemistry and
Physics. Elective are Oceanography, Meteorology and Advanced Placement
Physics and Biology. The science department focuses on the scientific
method and comprehensive labs.

Three social studies credits are required in World History, U.S. History
and Economics/American Government. Advanced Placement U.S. History and
Advanced Placement European History are offered as electives.

All students earn at least two foreign language credits in French or
Spanish. Advanced Placement French and Spanish courses are offered.
Foreign language teachers incorporate the fundamentals of grammar,
vocabulary, pronunciation and cultural exposure.

Music majors combine performance and music theory courses. Orchestra,
band, piano and chorus majors take a course in the major, a theory
course and additional music electives. Music ensembles perform several
times annually. Advanced Placement Music Theory is offered as an
elective

The Communication Arts department offers courses in Information
Technology and Broadcast/Video Production. Students take basic computer
applications and gain knowledge of the communication systems, developing
skills in information technology, software systems management, operating
systems, data communications, and the Internet. Broadcast and video
production provides training in video production techniques, program
production, editing, lighting, and graphics.

Dance students study various dance styles including jazz, tap, ballet,
and modern dance. Students also study dance history and composition. SAA
dancers demonstrate abilities through public performances.

Theatre majors study elements of stage productions such as script
writing, building sets, using technology for productions and acting. A
theatre history course is required. Productions allow students
performance opportunities.

Visual arts majors study drawing, painting, sculpture, fibers, pottery,
and photography after completing an art history course and comprehensive
courses of a specific art emphasis. Advanced Placement Art is offered.

**[English Curriculum]{.underline}**

Only a few students at Savannah Arts Academy read below grade level; the
primary focus is improving scores on the SAT test and other state
mandated tests. Students develop writing skills by having a cross
curriculum writing journal in addition to the formal writing assessments
in each English language class. Students write at least one piece using
each of the modes of writing. Freshman and sophomore students are
introduced to MLA format but are not required to write a full research
paper. At the junior and senior level, each student performs in each of
the modes of writing, in addition to completing a full research paper
utilizing the MLA format.

The English language curriculum focuses on reading and comprehension
skills, writing, and vocabulary building. At each grade level, students
learn and build upon prior knowledge in each of the skill areas. Reading
and comprehension skills are taught at all grade levels. At the freshman
and sophomore level a genre course is offered. The genre course examines
the short story, poetry, drama, and the novel. Each of these genres are
used to provide additional topics for writing and are also used to
develop student vocabulary in context. At the junior and senior level,
survey courses are offered. American literature is read and discussed at
the junior level, and British literature is read and discussed at the
senior level. This literature is utilized to provide topics for writing,
class discussion and development of vocabulary. Vocabulary skills are
stressed with the desired results for better reading comprehension,
educated writing styles and successful results on the SAT test and other
state mandated tests.

**[Arts Curriculum]{.underline}**

Savannah Arts Academy is a high school dedicated to developing academic
and artistic excellence. Its students are required to take two courses
per year in their arts area in conjunction with the required academic
classes. Majors are offered in the areas of visual arts, music, dance,
theatre, and communications, each one affording students the opportunity
to develop creativity through professional training, master classes,
exhibitions, performances, and a variety of coursework.

In support of academic excellence, all arts programs include reading and
writing across the curriculum. Journaling, outside reading, and research
emphasize the importance of academic excellence in all arts classes.
Advanced course work is offered in all art areas in addition to Advanced
Placement courses in Music Theory, Art History, and Art Studio.
Professional guest artists come to SAA on a regular basis to provide
further professional instruction and curriculum enrichment through
instruction and master classes. The arts programs are also enhanced by
numerous field trips.

The arts curricula give students the opportunity to develop and practice
skills learned in the classroom through after school productions,
competitions, and exhibitions. Students in all arts areas participate in
adjudicated performances or exhibits at the local, region, state and
national levels. These include, but are not limited to: The National
Foundation for the Advancement of the Arts, "Art Awards," the Scholastic
Arts and Writing Awards, and the Georgia Music Educators Association
Festivals.

Students take their talents to the community through public shows and
exhibits, strengthen their art and perform at a higher level of
achievement. The school's mission of developing graduates who exemplify
academic and artistic excellence is evident, not only in the test scores
and high percentage of graduates entering four-year colleges, but in the
professional quality productions and exhibits as well.

**[Instructional Methods]{.underline}**

The Savannah Arts Academy employs effective instructional strategies
aligned with the school's stated mission. Individual teachers, school
administrators, academic departments, outside adjudicators, and school
improvement committees frequently assess students' academic and artistic
performances. The results are used to improve instruction and identify
student learning needs. Teachers implement instructional strategies and
activities advised by the Gifted Program and the College Board. For
example, teachers consistently encourage students to use artistic
talents and personal experiences in creating projects for academic
classes. Teachers share scoring rubrics with the class prior to grading
the assignments and direct students to focus on big ideas across the
curriculum through journaling. Resource teachers in the Exceptional
Child Program are active in the classrooms where identified students are
in need of assistance using a full inclusion model. Weekly tutorials are
offered in each department. English, social science, and science
teachers require annual research-based projects and encourage students
to utilize the Media Center. Guest speakers and guest artists frequently
visit classes.

The Savannah Arts Academy provides services that facilitate learning for
all students. Three computer labs are utilized and available to the
students. A variety of specialized performance areas exist. Each
classroom is equipped with a computer, a television, and a VCR. In the
seven-hour school day, less than one hour is utilized for
non-instructional activities (lunch and class changes), providing
students with 360 minutes of instructional time per day.

**[Professional Development]{.underline}**

Savannah Arts Academy's Professional Development Program has focused on
two areas for the past five years, gifted certification and advanced
placement training. All teachers (with at least three years of
experience) are required to complete the four courses necessary to
obtain gifted certification. Each summer a minimum of two teachers
attend Advanced Placement training.

Throughout the year, teachers attend workshops and conferences relating
to their subject area. These conferences help teachers learn new ways to
incorporate technology and project-based lessons in the classroom.

The Savannah Arts Academy's staff has utilized the *High Schools That
Work (HSTW)* initiative to develop best practices for setting high
expectations for every student to graduate from high school prepared for
further study and better job opportunities. The HSTW staff development
has included: "Quality Teaching Strategies That Raise the Bar,"
"Developing Effective Focus Teams," "Developing a School Improvement
Plan," along with "Rigor, Relevance and Relationships: the 'New' Three
Rs for High Performance for All Students." All staff members received
training on the "Teachers as Advisers" program which was implemented
this year.

Approximately 68% of the Savannah Arts Academy staff hold advanced
degrees. While pursuing these advanced degrees, the teachers and
administrators learn about new strategies and classroom activities to
increase student learning and success.

**[Assessment Results]{.underline}**

Subject: **[English/Language Arts]{.underline}** Grade:
**[11]{.underline}** Test: [**Georgia High School Graduation
Test**]{.underline}

  ------------------------------------------------- ----------- ----------- -----------
                                                    2004-2005   2003-2004   2002-2003

                                                                            

  **SCHOOL SCORES**                                                         

  \% Meets State Standards (Pass)                   100         100         100

  \% Exceeds State Standards (Pass Plus)            98          96          81

  Number of students tested                         115         132         135

  Percent of total students tested                  100         100         100

  Number of students with Non Standard              0           0           0
  Administration                                                            

  Percent of students with Non Standard             0           0           0
  Administration                                                            

                                                                            

  SUBGROUP SCORES (ethnicity)                                               

  1\. Caucasian                                                             

  \% Meets State Standards (Pass)                   100         100         100

  \% Exceeds State Standards (Pass Plus)            99          96          89

  Number of students tested                         81          90          83

  2\. African American                                                      

  \% Meets State Standards (Pass)                   100         100         100

  \% Exceeds State Standards (Pass Plus)            96          94          68

  Number of students tested                         27          34          41

                                                                            
  ------------------------------------------------- ----------- ----------- -----------

There were too few students in the other ethnic groups to report the
data.

Subject: **[Mathematics]{.underline}** Grade: **[11]{.underline}** Test:
[**Georgia High School Graduation Test**]{.underline}

  ------------------------------------------------ ----------- ----------- -----------
                                                   2004-2005   2003-2004   2002-2003

                                                                           

  **SCHOOL SCORES**                                                        

  \% Meets State Standards (Pass)                  100         100         99

  \% Exceeds State Standards (Pass Plus)           90          86          67

  Number of students tested                        115         132         135

  Percent of total students tested                 100         100         100

  Number of students with Non Standard             0           0           0
  Administration                                                           

  Percent of students with Non Standard            0           0           0
  Administration                                                           

                                                                           

  SUBGROUP SCORES (ethnicity)                                              

  1\. Caucasian                                                            

  \% Meets State Standards (Pass)                  100         100         100

  \% Exceeds State Standards (Pass Plus)           98          92          73

  Number of students tested                        81          90          83

  2\. African American                                                     

  \% Meets State Standards (Pass)                  100         100         97

  \% Exceeds State Standards (Pass Plus)           70          68          46

  Number of students tested                        27          34          41

                                                                           
  ------------------------------------------------ ----------- ----------- -----------

There were too few students in the other ethnic groups to report the
data.