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

*U.S. Department of Education*

**Cover Sheet** Type of School: **High School**

Name of Principal **Dr. Consuelo V. Domínguez**

Official School Name **MAST Academy**

School Mailing Address **3979 Rickenbacker Causeway**

**Miami, Florida 33149-1022**

County **Miami-Dade** State School Code Number\* **137161**

Telephone **( 305 ) 365-6278** (Fax) **(305) 361-0996**

Website/URL **mast.dadeschools.net** E-mail
**CDominguez@dadeschools.net**

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. Rudolph F. Crew**

District Name **Miami**-**Dade County Public Schools** Telephone:
**(305) 995-1430**

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. Agustin J. Barrera**

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)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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: **217 Elementary schools**

**68 Middle schools**

**\-\-\-- Junior high schools**

**47 High schools**

**[35]{.underline} Other**

**367 TOTAL**

2\. District Per Pupil Expenditure: **\$6,787**

Average State Per Pupil Expenditure: **\$6,381**

**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\. **9** Number of years the principal has been in her/his position at
this school.

\-- 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**       **64**    **70**      **134**

  **2**                                                     **10**      **58**    **78**      **136**

  **3**                                                     **11**      **64**    **80**      **144**

  **4**                                                     **12**      **59**    **82**      **141**

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **555**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of **27**% White

the students in the school: **20**% Black or African American

**48** % Hispanic or Latino

**4** % Asian/Pacific Islander

[**1** %]{.underline} 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: **2**%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **4**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **5**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **9**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **553**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.02**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **2**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: **0%**

**0** Total Number Limited English Proficient

Number of languages represented: **14**

Specify languages: **While we do not have an LEP population, we do have
a diverse student body. Home languages are Spanish, Haitian-Creole,
French, Albanian, Arabic, Bantu, Chinese, Finnish, Greek, Italian,
Korean, Portuguese, Urdu, and Russian.**

9\. Students eligible for free/reduced-priced meals: **27%**

Total number students who qualify: **156**

> 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: **1%**

**8** Total Number of Students Served

> The number of students with disabilities according to conditions
> designated in the Individuals with Disabilities Education Act.

\_\_\_\_Autism **[1]{.underline}** Orthopedic Impairment

\_\_\_\_Deafness [**1**]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness **[5]{.underline}** Specific Learning Disability

\_\_\_\_Emotional Disturbance **[1]{.underline}** Speech or Language
Impairment

\_\_\_\_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) **2 0**

Classroom teachers **38** **1**

Special resource teachers/specialists **5** **2**

Paraprofessionals **2** **1**

> Support staff **[16]{.underline}** **[7]{.underline}**
>
> Total number **63** **12**

12. Average school student-"classroom teacher" ratio : **15:1**

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

  Daily student attendance  **97%**         **97%**         **97%**         **96%**         **97%**

  Daily teacher attendance  **94%**         **95%**         **95%**         **97%**         **98%**

  Teacher turnover rate     **15%**         **13%**         **3%**          **NA %**        **NA%**

  Student dropout rate      **0%**          **0%**          **0%**          **0%**          **0.20%**
  (middle/high)                                                                             

  Student drop-off rate     **0.20%**       **0.20%**       **0.40%**       **0.4%**        **0.40%**
  (high school)                                                                             
  ------------------------- --------------- --------------- --------------- --------------- ---------------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+-------------------------------------------+------------+------------+
|                                           | > **       | > **       |
|                                           | [2004]{.un | [2005]{.un |
|                                           | derline}** | derline}** |
+-------------------------------------------+------------+------------+
| Graduating class size                     | > **124**  | > **129**  |
+-------------------------------------------+------------+------------+
| Enrolled in a 4-year college or           | > **98%**  | > **98%**  |
| university                                |            |            |
+-------------------------------------------+------------+------------+
| Enrolled in a community college           | > **1%**   | > **0%**   |
+-------------------------------------------+------------+------------+
| Enrolled in vocational training           | > **0%**   | > **0%**   |
+-------------------------------------------+------------+------------+
| Found employment                          | > **1%**   | > **1%**   |
+-------------------------------------------+------------+------------+
| Military service                          | > **0%**   | > **1%**   |
+-------------------------------------------+------------+------------+
| Other (travel, staying home, etc.)        | > **0%**   | > **0%**   |
+-------------------------------------------+------------+------------+
| Unknown                                   | >          | >          |
|                                           | **[0%]{.un | **[0%]{.un |
|                                           | derline}** | derline}** |
+-------------------------------------------+------------+------------+
| **Total**                                 | > **100%** | > **100%** |
+-------------------------------------------+------------+------------+

**PART III ‑ SUMMARY**

Located on Biscayne Bay, MAST Academy has 550 students in grades 9-12.
The school includes a pool, boathouse and docks, fitness center,
high-tech auditorium, and a media center with over 10,000 print and
non-print items. Five large atrium areas are used for student and
teacher projects and professional displays. Science classrooms contain
the latest laboratory equipment and technology is available in
classrooms, labs, and teacher planning areas throughout the building.
The Florida Department of Education has designated MAST Academy an "A"
school for three of the last four years.

MAST Academy offers students the opportunity to pursue a rigorous course
of study in one of three academic majors: Marine Studies and Culture,
Maritime Related Industries, or Oceanic and Atmospheric Science
Technology. Students determine an area of interest and declare a major
at the end of their freshman year. They select their courses from a menu
of core and required electives. A balanced academic program emphasizes
marine-theme interdisciplinary study, reading and writing across the
curriculum, scientific inquiry, science and maritime career experiences,
hands-on applications, critical thinking and cooperative learning
projects, and technology integration. The academic program prepares a
diverse student population for college study and career placement.

The school offers thirty teams and clubs and a variety of student
activities. Clubs are divided into six categories: government, class
organization, honor society, vocational/curriculum related, service, and
interest. Approximately 85% of MAST's students participate in
extracurricular activities.

MAST Academy\'s unique features include field research opportunities
aboard seagoing vessels, the nation\'s only Coast Guard JROTC program,
mobile science laboratories, a college-like master schedule, quarterly
academic symposia, Intel projects and independent research
opportunities, a summer academic program, a requirement of 75 community
service hours (with 50 hours on a single project), weekly Captain\'s
Calls, and outreach services for elementary and middle school students.

Between ninety-seven and one hundred percent of MAST graduates enter
college after graduation. The Class of 2005, a group of only 129
students, generated over \$5,800,000 in scholarships. Nearly one quarter
of the last two graduating classes have attended upper tier colleges or
universities. Seventy percent of the students at this school take at
least one Advanced Placement (AP) course from the roster of eighteen AP
courses offered. Many graduate with as many as twelve such courses on
their transcript. We are particularly proud of the fact that minority
students comprise sixty-two percent of the enrollment in AP courses.
Recognizing the strength of MAST Academy's AP program, *Newsweek*
magazine cited the school in 2004 as one of the top 100 schools in the
nation. In January 2006, two of the school's AP science
programs---Environmental Science and Biology---were recognized by the
Siemens Corporation as among the strongest in the State of Florida.

On a daily basis, this school meets the lofty aims of its mission: To
instill a commitment to life-long learning and to advance a challenging
curriculum integrated with the sciences and technology.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. [Assessment Results]{.smallcaps}**

The Florida Comprehensive Assessment Test (FCAT) is the instrument
developed by the State of Florida to assess student learning in the
areas of reading comprehension, mathematics, writing, and science. The
FCAT measures higher order cognitive skills\--in particular, the ability
to apply, synthesize, and evaluate information. Presently, students must
pass the tenth grade FCAT in mathematics and reading in order to
graduate from high school.

Since the inception of the school grading system in 2001, MAST has been
an 'A' school with the exception of the 2002-2003 school year. MAST
Academy was designated a 'B' school as a result of the difference
between total school performance and the performance of students in the
lowest quartile. One of the criteria for an 'A' ranking was that there
can be no more than a 10% difference between "Percent Making Learning
Gains in Reading" and "Percent of the Lowest 25% making Learning Gains
in Reading." For MAST students in 2002-2003, the percentages in these
two categories were: Percent Making Learning Gains in Reading -- 74%,
Percent of the Lowest 25% Making Learning Gains in Reading -- 62%.
Because the difference is greater than 10%, MAST was designated a 'B'
school. It should be noted that this same year our 74% gain in reading
was the highest score of any senior high school in the county and the
62% gain of the lowest 25% was the second highest score among senior
high schools in the county. MAST Academy's overall point score was the
highest in Miami-Dade County and third highest in the state.

MAST Academy consistently tests 100% of its students. While FCAT
mathematics scores for both ninth and tenth grade are historically
higher than the reading scores, performance in both areas is excellent.
MAST Academy annually exceeds the average scores for the school district
and the state on each section of the FCAT. Information about the FCAT
and MAST's performance can be found at
<http://osp.dadeschools.net/products> and <http://web.fldoe.org/NCLB>.

In subsequent years, percentages of those at or above grade level in
both reading and mathematics have fluctuated, dipping somewhat in
2003-2004 and then rising again in 2004-2005. It must be noted, however,
that the state increased the score for a student to be considered
proficient, so that students with scores that would have been considered
proficient in previous years may not have met that level in 2003 and
later. Also, even in years where scores appeared to decline, those
scores remained among the top scores in Florida.

2.  **[Using Assessment Results]{.smallcaps}**

MAST Academy regularly utilizes assessment data to guide programmatic
decisions. Assessment results are examined to identify students for the
required intensive reading class. This class is composed of ninth and
tenth grade students with reading scores at Levels 1 or 2 on the 2005
FCAT and eleventh grade students who did not pass the reading component
of the 2005 FCAT. The school uses *AP Potential* to identify and expand
populations for higher level courses. (*AP Potential* is a web-based
student identification program offered by the Advanced Placement program
of the College Board.) Scores from the PSAT, PLAN, ACT, and SAT along
with attendance data are used for student recommendations prior to
registration each year.

Teachers use assessment data as they generate lesson plans and map out
their curriculum. Target areas of the School Improvement Plan are
developed after careful analysis of FCAT results. Web-based programs
such as *FCAT Explorer*, *River Deep* and *Learning Express* are used to
improve individual student and total school performance. Parent meetings
are a forum to explain data and assessment strategies.

Students receive instruction on how to read test results and improve
their learning. The District's electronic database allows teachers to
use the Student Performance Indicator (SPI) screen as a resource to
support individualized instruction on specific skills.

3.  **[Communicating Assessment Results]{.smallcaps}**

Information about student performance is communicated to parents and
students via interim progress reports which indicate satisfactory or
unsatisfactory grades or efforts at the mid-point of each grading
period. Parents and/or teachers request conferences to discuss student
performance. Counselors provide testing and individual course credit
performance information in meetings with students and parents. The
school informs parents in writing if a student has been placed on
academic probation.

Information about standardized assessment data is distributed to
students via an individual score report along with an explanation of
performance results for parents. A duplicate copy of the individual
student score report is also placed in each student's cumulative file.

Student performance and assessment data are communicated at Back to
School Night; recruitment open houses; in the school newspaper; in [The
Miami Herald]{.underline} and [The JIB]{.underline} [Sheet]{.underline}
(a summer newsletter); during school assemblies; PTSA meetings and
school advisory meetings; on the *Principal's Patter Board*; at faculty
meetings; during professional development periods; in the principal's
graduation address and in the graduation program. Information is also
available on the Florida Department of Education website; the
*Miami-Dade County Public* *Schools* website; *MAST Academy's* website
and in our school profile which is distributed to college admissions
offices across the United States.

Parents are an excellent way to communicate school success. Parents are
often MAST Academy's best ambassadors, participating in recruitment and
admissions events, Back to School Night, fundraisers, booster club
activities, the school advisory committee, accreditation teams, and
PTSA. At each of these venues, they publicize the range of school
accomplishments from FCAT results to Advanced Placement pass
percentages.

4.  **[Sharing Success]{.smallcaps}**

MAST Academy shares its success with other schools on a continuous basis
throughout the school year. Administrators and teachers have served on
accreditation teams to other schools to evaluate their overall program
and then provide feedback and suggestions for improvement. Professional
staff members also serve as presenters at local, state, national, and
international workshops.

Students participate in a wide range of competitions at the district and
state levels. Our CG JROTC performs across South Florida. The school's
steel drum band offers performances at special programs throughout the
year---both here at school and elsewhere. Our media center collection is
second to none in this district---and thus the frequent loan requests
from other schools. We provide school tours for parents and community
members through our "Tuesday Tours@Ten" and host two open house events
for admissions each year. Those two programs bring in over 1600
visitors, mostly families of prospective students. MAST receives
hundreds of requests a year to send out information regarding the unique
program. In response to these requests, we have a school portfolio
packet prepared with an array of information about MAST. The school's
website registers thousands of hits each year with the peak period
extending from October to February.

The school's outreach program provides marine-theme enrichment services
for thousands of elementary and middle school students in Miami-Dade
County. Outreach programs emphasize environmental science and career
opportunities. School site services include two mobile science
laboratories\--the Land SHARC (Science Hands On and Related Careers) and
Weather on Wheels (WOW). National Board Certified Teachers serve as
mentors to teachers within the school and throughout the district.
Teachers have served on district and state committees and on editorial
boards for professional publications.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **[Curriculum]{.smallcaps}**

MAST Academy is a marine-theme school of choice accredited by the
Southern Association of Colleges and Schools. With a challenging
curriculum integrating sciences and technology, MAST offers three
majors: Maritime Related Industries, Oceanic and Atmospheric Science
Technology, and Marine Studies and Culture. Students follow a prescribed
course of study to meet the requirements of a major. Core courses can be
used to satisfy the requirements of the different majors and course
offerings may cross curriculum requirements within the majors. MAST has
integrated online courses through the Florida Virtual School and offers
dual enrollment courses through partnerships with local colleges and
universities in order to offset the limitations of a small school. The
curriculum is supported by laptop computers, foreign language lab
stations, graphing calculators, Smart Boards, overhead digital
projection systems, and Internet and email access.

The language arts curriculum is literature-based and focuses on reading,
writing, listening, critical thinking, and speaking skills. Assessments
include essays, presentations, projects, publications, debates, and
performances. Students must take four years of language arts. Most
students enroll in honors level courses, but course levels range from
regular to Advanced Placement (in Grades 11 and 12). Additional
electives include Creative Writing, Journalism I-IV, Film Studies, and
Literature of the Sea I and II. Independent Research in Literature is
offered as a specialized independent study course. Ethics and Leadership
is an elective class offered in lieu of the school's mandatory senior
internship requirement.

The mathematics curriculum includes college preparatory courses
requiring application and experimentation. Curriculum includes
traditional Algebra I and Honors Algebra II, traditional and Honors
Geometry, Analysis of Functions, Discrete Mathematics, Pre-Calculus,
Honors Calculus, Advanced Placement Calculus AB, and Advanced Placement
Statistics.

The science curriculum is laboratory-based. Course offerings include
Earth and Space Science, as well as traditional, honors and Advanced
Placement Biology, Chemistry, Physics, Marine Biology, and Environmental
Science. Unique courses to MAST include Intel Research I and II, Honors
Solar Energy I and II, as well as the dual enrollment offerings of
Introduction to Engineering Drawing and Computer-Assisted Design.

The social studies curriculum encourages students to examine social,
political and economic concepts and issues in the context of World and
American History, government, economics, and law studies. Students have
the option of taking Advanced Placement American History, United States
Government and Politics, and Micro or Macro Economics.

MAST offers four years of Spanish and French, including Advanced
Placement courses. The unique multicultural environment of South Florida
necessitates the offering of Spanish for Native Speakers Levels I and
II. Latin I and II are available as online courses.

The fine arts curriculum includes instrumental techniques, Computer
Graphics showcase, and chorus. Career education at MAST incorporates a
broad curriculum ranging from a distinctive Family & Consumer Science
Program to course offerings in Business Technology Education and
Materials Processes Technology. Course offerings within Family &
Consumer Science include dual enrollment courses in hospitality and
culinary arts.

MAST Academy also has the only United States Coast Guard JROTC program
in the nation, created by an act of the United States Congress in 1989.

Through the school's unique water-based physical education program,
certification is available in lifeguarding, water safety, CPR, and
SCUBA.

**[2b. English]{.smallcaps}**

The English---or Language Arts---curriculum at MAST Academy is one of
the school's greatest strengths. Students must take four years of
English to meet the graduation requirement established by the District.
Required courses in grades 9-12 are offered at the regular, honors, and
Advanced Placement (AP) levels (in Grades 11-12). Many students opt to
enrich their high school experience by taking additional Language Arts
electives such as journalism, yearbook, creative writing, and literature
of the sea. The MAST Academy English curriculum is both reading and
writing intensive.

All students at this school receive a required summer reading list,
regardless of what level of study they have chosen for the academic
year. As a student moves from one year to the next, she experiences a
range of reading experiences---from [Ender's Game]{.underline},
[Speak]{.underline}, and [Monster]{.underline} in ninth grade, to
[Siddartha]{.underline}, [The Color]{.underline} [of Water]{.underline},
and [Like Water for Chocolate]{.underline} in tenth. Eleventh and
twelfth graders read works by Shakespeare, Hurston, Fitzgerald, Julia
Alvarez, Dos Passos, Atwood, Wilde, Dickens, Wordsworth, Tolstoy,
Hawthorne, and Lewis Carroll. When school starts we hold students
accountable for the reading through class discussion, reading quizzes,
analytical essays, and seminar presentations. Once the school year
begins, students encounter additional titles---representing all periods
and genres, from antiquity to the present, from poetry and drama to the
post-modern novel.

Students whose reading skills need strengthening (typically FCAT Level
1-2 students) are required to take Intensive Reading. In 2005-2006, we
have forty-eight students enrolled in two sections of the reading
course. Instruction in reading strategies and frequent assessments are
not the sole focus of MAST Academy's intensive reading program. The goal
of this program is to turn reluctant readers into life-long readers. The
tempo of instruction is upbeat, the classroom atmosphere is relaxed, and
resources are abundant. The result is that students love the course,
respond to its content, and are learning not just how to read but also
to love reading. This year, the eight students required to retake the
reading section of the FCAT passed. Every one of these students has
shown dramatic improvement in the required reading assessment, but, more
important, they are all active, skilled, and engaged readers.

3.  **[Mathematics, Science, Art, Etc.]{.smallcaps}**

A benefit of the school's block scheduling is that students can engage
in laboratory exercises designed for more depth and focus than a
standard one-hour period provides. In addition to core biology,
chemistry, physics, each with optional Honors and AP extensions,
supporting electives make use of the school's marine theme. A unique
bayside campus provides opportunities for marine science studies,
including marine biology, where students set up and maintain salt water
aquaria and participate in research projects with the University of
Miami and NOAA researchers. Marine biology students are afforded an
expanded curriculum which includes material on navigation, diving
physics, and research methods in addition to marine biology topics.

Other science electives include an innovative program in solar and
alternative energy where, in addition to a rigorous inquiry-based
curricula, students organize an annual *Contemporary Issues In Science*
forum, inviting experts from diverse fields of academics and policy
planning to participate. The program culminates in the *Solar
Celebration* where students display their innovative projects. Students
from schools across the county and local scientists are invited to
participate.

Complementing a strong science program is the school's mathematics
program, which offers courses through AP Calculus and electives,
including AP Statistics and Discrete Math. Several barometers point to
the success of the school's mathematics and science programs: Student
activism through honor societies and interest clubs, student
participation in conferences and competitions at the local, state, and
national levels, and a high student enrollment in the most demanding
math and science courses. As well, MAST Academy students typically score
at the top of state rankings in math and science on the FCAT.

Drawing from local universities and colleges, on-site dual enrollment
courses in oceanography, marine geology, meteorology and astronomy
enrich MAST's curriculum; guest speakers add additional relevance and
dimension to course topics and student research.

**[4. Instructional Methods]{.smallcaps}**

MAST Academy uses a range of instructional methods to improve student
learning. To help analyze instructional strengths and limitations and
make recommendations as to how the school can build upon strengths, MAST
used a survey developed by the National Study of School Evaluation
(NSSE). Overall, the NSSE analysis yielded that the quality of
instruction at MAST Academy is one of the school's most obvious
strengths as evidenced by the consistently superior academic performance
of students. MAST teachers have been trained in classroom technology and
software applications as well as research-based programs such as CRISS
(Creating Independence through Student-owned Strategies) which centers
on the metacognitive skills that help students evaluate and improve
their own reading strategies. Teachers view the barrier island on which
MAST sits and the waters of Biscayne Bay as extensions of the classroom.
Science, art, and humanities classes are frequently out of the classroom
collecting specimens, tagging sharks, assisting with reforestation
efforts in hurricane-impacted areas of South Florida, taking digital
photos, even reading and writing poetry. Math classes use breezy atrium
areas for their projects and art students display their work in
galleries forged from corridors. Instructional methods at this school
are as varied as the learning styles of students. A combination of
lecture, peer teaching, discussion and analysis, and project-based
learning characterizes the preponderance of classes at this school. The
school's Coast Guard JROTC program is exemplary for its utilization of
several teaching methods. Maritime Science is the four-year elective
Coast Guard JROTC course of study concentrating on the development of
character and leadership skills. The program is run by cadet students in
a military type organizational structure. Students are taught leadership
and management skills and given the opportunity to use those skills
within the JROTC functional structure. Maritime-based studies and
activities related to navigation and seamanship form the foundation of
this unique program.

5.  **[Professional Development]{.smallcaps}**

Professional development at MAST Academy is driven by goals established
in our School Improvement Plan (SIP) which is itself data driven and
reflected in each teacher's Individual Professional Development Plan. As
our ten SIP goals in 2005-2006 are diverse, so too are our professional
development opportunities. For the reading goal, teachers are trained in
CRISS (Creating Independence through Student-Owned Strategies). For the
math goal, teachers attend FCAT-related workshops. For the writing goal,
teachers are trained to use a range of web-based practice products and
are encouraged to attend the summer writing workshops. In the past five
years, the school has emphasized technology training; the majority of
teachers participated in *Intel Teach to the Future*. During 2004-2005,
two teacher technology mentors held workshops on Saturdays and after
school to train teachers in programs that ranged from Microsoft *Excel*
and *Inspiration* to *Atomic Learning* and software to facilitate
project- based learning. During the summer of 2005, teachers
participated in a technology workshop for five days. This year
technology training has focused on training in using the District's
eGradebook. Teachers have also been trained in a courseware option
called MAST Academics, an Internet-based course management system. As
recently as last week teachers were introduced to emerging technologies
such as podcasts and educational simulations. This training has mainly
taken place during Early Release Days. In addition, the administration
provides funds for teachers to attend state and national conferences as
a means to strengthen instructional strategies. Student achievement has
benefited as indicated in the percentage increase of students at or
above grade level on the FCAT.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**MAST Academy**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Reference Test**

Subject [Reading]{.underline} Grade [10]{.underline} Test
[FCAT-SSS]{.underline}

Edition/Publication Year [2002-2005]{.underline} Publisher [Florida
Department of Education]{.underline}

The FCAT reports each student's Scale Score which is then assigned an
achievement level from 1 to 5.

[Testing months: February -- March]{.underline}

**Level 5** = Advanced **Level 4** = Proficient **Level 3** = Grade
Level **Level 2** = Basic **Level 1** = Below Basic

  ----------------------------- --------------- --------------- ---------------
  **SCHOOL SCORES**             **2004-2005**   **2003-2004**   **2002-2003**

  \% At or Above Grade Level    79              74              89

  \% At or Above Proficient     50              52              74

  \% At or Above Advanced       35              36              48

  Number of students tested     144             152             141

  Percent of total students     100             100             100
  tested                                                        

  \# of students alternatively  0               0               0
  assessed                                                      

  **SUBGROUP SCORES**                                           

  1\. White                                                     

  \% At or Above Grade Level    90              87              97

  \% At or Above Proficient     57              66              84

  \% At or Above Advanced       38              45              67

  Number of students tested     42              47              48

  2\. Black                                                     

  \% At or Above Grade Level    69              62              69

  \% At or Above Proficient     31              39              42

  \% At or Above Advanced       23              12              18

  Number of students tested     26              26              33

  3\. Hispanic                                                  

  \% At or Above Grade Level    76              72              91

  \% At or Above Proficient     53              48              81

  \% At or Above Advanced       38              39              50

  Number of students tested     68              67              52

  4\. Asian/Pacific Islander\*                                  

  Number of students tested     5               8               5

  5\. Multiracial\*                                             

  Number of students tested     3               4               3

  6\. Free or Reduced Lunch                                     

  \% At or Above Grade Level    63              64              69

  \% At or Above Proficient     37              38              54

  \% At or Above Advanced       16              28              24

  Number of students tested     43              39              33

  7\. Not Free or Reduced Lunch                                 

  \% At or Above Grade Level    86              78              94

  \% At or Above Proficient     57              56              79

  \% At or Above Advanced       44              38              55

  Number of students tested     101             112             108
  ----------------------------- --------------- --------------- ---------------

\*No data are reported when fewer than ten students were tested or if
any percentage equals 100.

**MAST Academy**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Reference Test**

Subject [Mathematics]{.underline} Grade [10]{.underline} Test
[FCAT-SSS]{.underline}

Edition/Publication Year [2002-2005]{.underline} Publisher [Florida
Department of Education]{.underline}

The FCAT reports each student's Scale Score which is then assigned an
achievement level from 1 to 5. [Testing months: February --
March]{.underline}

**Level 5** = Advanced **Level 4** = Proficient **Level 3** = Grade
Level **Level 2** = Basic **Level 1** = Below Basic

  ----------------------------- --------------- --------------- ---------------
  **SCHOOL SCORES**             **2004-2005**   **2003-2004**   **2002-2003**

  \% At or Above Grade Level    96              97              100

  \% At or Above Proficient     76              79              89

  \% At or Above Advanced       24              30              41

  Number of students tested     144             152             141

  Percent of total students     100             100             100
  tested                                                        

  \# of students alternatively  0               0               0
  assessed                                                      

  **SUBGROUP SCORES**                                           

  1\. White                                                     

  \% At or Above Grade Level    95              100             100

  \% At or Above Proficient     76              87              100

  \% At or Above Advanced       26              36              48

  Number of students tested     42              47              48

  2\. Black                                                     

  \% At or Above Grade Level    100             97              100

  \% At or Above Proficient     54              66              63

  \% At or Above Advanced       8               8               21

  Number of students tested     26              26              33

  3\. Hispanic                                                  

  \% At or Above Grade Level    94              94              100

  \% At or Above Proficient     82              78              92

  \% At or Above Advanced       28              33              46

  Number of students tested     68              67              52

  4\. Asian/Pacific Islander\*                                  

  Number of students tested     5               8               5

  5\. Multiracial\*                                             

  Number of students tested     3               4               3

  6\. Free or Reduced Lunch                                     

  \% At or Above Grade Level    91              94              100

  \% At or Above Proficient     65              66              73

  \% At or Above Advanced       5               38              21

  Number of students tested     43              39              33

  7\. Not Free or Reduced Lunch                                 

  \% At or Above Grade Level    98              97              100

  \% At or Above Proficient     81              84              93

  \% At or Above Advanced       32              31              47

  Number of students tested     101             112             108
  ----------------------------- --------------- --------------- ---------------

\*No data are reported when fewer than ten students were tested or if
any percentage equals 100.

**MAST Academy**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Reference Test**

Subject [Reading]{.underline} Grade [9]{.underline} Test
[FCAT-SSS]{.underline}

Edition/Publication Year [2002-2005]{.underline} Publisher [Florida
Department of Education]{.underline}

The FCAT reports each student's Scale Score which is then assigned an
achievement level from 1 to 5.

[Testing months: February -- March]{.underline}

**Level 5** = Advanced **Level 4** = Proficient **Level 3** = Grade
Level **Level 2** = Basic **Level 1** = Below Basic

  ----------------------------- --------------- --------------- ---------------
  **SCHOOL SCORES**             **2004-2005**   **2003-2004**   **2002-2003**

  \% At or Above Grade Level    84              75              74

  \% At or Above Proficient     59              43              45

  \% At or Above Advanced       29              21              26

  Number of students tested     132             143             145

  Percent of total students     100             100             100
  tested                                                        

  \# of students alternatively  0               0               0
  assessed                                                      

  **SUBGROUP SCORES**                                           

  1\. White                                                     

  \% At or Above Grade Level    88              78              83

  \% At or Above Proficient     56              60              53

  \% At or Above Advanced       31              25              30

  Number of students tested     32              40              44

  2\. Black                                                     

  \% At or Above Grade Level    71              76              68

  \% At or Above Proficient     34              28              47

  \% At or Above Advanced       10              8               9

  Number of students tested     21              25              22

  3\. Hispanic                                                  

  \% At or Above Grade Level    83              74              67

  \% At or Above Proficient     60              43              38

  \% At or Above Advanced       32              23              25

  Number of students tested     65              71              68

  4\. Asian/Pacific Islander\*                                  

  Number of students tested     3               5               8

  5\. Multiracial\*                                             

  Number of students tested     10              2               3

  6\. American Indian/Alaskan\*                                 

  Number of students tested     1               0               0

  7\. Free or Reduced Lunch                                     

  \% At or Above Grade Level    76              63              76

  \% At or Above Proficient     45              27              38

  \% At or Above Advanced       21              10              19

  Number of students tested     38              42              37

  8\. Not Free or Reduced Lunch                                 

  \% At or Above Grade Level    87              82              73

  \% At or Above Proficient     64              54              47

  \% At or Above Advanced       32              26              28

  Number of students tested     94              101             107
  ----------------------------- --------------- --------------- ---------------

\*No data are reported when fewer than ten students were tested or if
any percentage equals 100.

**MAST Academy**

**Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards
(SSS)**

**State Criterion-Reference Test**

Subject [Mathematics]{.underline} Grade [9]{.underline} Test
[FCAT-SSS]{.underline}

Edition/Publication Year [2002-2005]{.underline} Publisher [Florida
Department of Education]{.underline}

The FCAT reports each student's Scale Score which is then assigned an
achievement level from 1 to 5.

[Testing months: February -- March]{.underline}

**Level 5** = Advanced **Level 4** = Proficient **Level 3** = Grade
Level **Level 2** = Basic **Level 1** = Below Basic

  ----------------------------- --------------- --------------- ---------------
  **SCHOOL SCORES**             **2204-2005**   **2003-2004**   **2002-2003**

  \% At or Above Grade Level    96              93              94

  \% At or Above Proficient     70              66              62

  \% At or Above Advanced       31              22              23

  Number of students tested     132             143             145

  Percent of total students     100             100             100
  tested                                                        

  \# of students alternatively  0               0               0
  assessed                                                      

  **SUBGROUP SCORES**                                           

  1\. White                                                     

  \% At or Above Grade Level    97              93              96

  \% At or Above Proficient     76              63              73

  \% At or Above Advanced       38              23              25

  Number of students tested     32              40              44

  2\. Black                                                     

  \% At or Above Grade Level    95              96              90

  \% At or Above Proficient     48              48              45

  \% At or Above Advanced       10              12              9

  Number of students tested     21              25              22

  3\. Hispanic                                                  

  \% At or Above Grade Level    95              94              88

  \% At or Above Proficient     74              73              59

  \% At or Above Advanced       34              27              28

  Number of students tested     65              71              68

  4\. Asian/Pacific Islander\*                                  

  Number of students tested     3               5               8

  5\. Multiracial\*                                             

  Number of students tested     10              2               3

  6\. American Indian/Alaskan\*                                 

  Number of students tested     1               0               0

  7\. Free or Reduced Lunch                                     

  \% At or Above Grade Level    95              93              92

  \% At or Above Proficient     46              55              49

  \% At or Above Advanced       24              17              19

  Number of students tested     38              42              37

  8\. Not Free or Reduced Lunch                                 

  \% At or Above Grade Level    97              95              91

  \% At or Above Proficient     71              72              66

  \% At or Above Advanced       34              25              25

  Number of students tested     94              101             107
  ----------------------------- --------------- --------------- ---------------

\*No data are reported when fewer than ten students were tested or if
any percentage equals 100.