School Info

School Name Stoneman Douglas, M. HS (3011) School Grade (2024 - 2025)
Title 1 School No School Improvement (SI) No
School of Excellence Yes ESSA School No
RAISE
Reading Achievement Initiative for Scholastic Excellence 		No    
SAC Documentation/SAC Upload Center

Executive Summary

Executive Summary

 

File Name File Uploaded By Upload Date
Cognia-Executive-Summary-.pdfHolly Van Tassel9/12/2025

School Budget Signature Page

School Budget Signature Page

 

File Name File Uploaded By Upload Date
2025-26-budget.pdfElisa Williamson9/3/2025

High Quality Instruction

Early Warning Indicators

Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

At Marjory Stoneman Douglas High School, we are committed to providing a comprehensive and systematic approach to meeting the needs of all students. When a student is identified as requiring additional, targeted, and individualized interventions, the administration and the Collaborative Problem-Solving Team (CPST) carefully analyze the student’s performance data to determine the most effective evidence-based strategies. The CPST convenes on a weekly basis to review progress, address identified gaps in learning, and recommend appropriate interventions. Membership of the CPST may include the Principal, Assistant Principal, School Psychologist, Social Worker, district personnel, ESE Specialist, School Counselor, Reading and Math Coaches, and Resource Teachers, with other staff members participating as necessary. Through a data-driven, four-step problem-solving process, the CPST establishes clear goals, identifies potential barriers to success, develops and implements evidence-based plans, and evaluates their effectiveness to ensure measurable progress. Because every student’s needs are unique, this approach avoids a one-size-fits-all model and instead emphasizes individualized supports, which may include extended learning opportunities, additional instructional time, and academic or social-emotional interventions tailored to each learner.

 

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: Acceleration

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2025-26 school year, the percentage of students enrolled/requesting an AICE course will increase from 26% to 27% by the spring of 2026. $3,000.00 Once scheduling is completed, we will see if the adding of classes will increase enrollemt

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Students will enroll in classes through the scheduling process
Person(s) Responsible Anna Koltunova
Deadline 6/1/2025
Evidence-based Intervention/Strategy 2 Classes will be added to the course card to enrich our course selections
Person(s) Responsible Anna Koltunova
Deadline 4/1/2025

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Some students found the AICE course too difficult and dropped at the end of semester 1.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Teachers provided instruction appropriate with the required rigor of the course.  
Strengths: on target instruction.
Weaknesses: some students may have found the course too challenging for their current case load.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Continue to provide additional opportunities at each grade level for students to find the appropriate time to add an AICE course to their course load. 

Area of Focus: AICE

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2025-2026 school year, the percentage of AICE/ AP students in an AICE/AP Social Studies Course (Core or Elective) scoring a 3, 4, or 5 on the AICE or AP College Board Exam given Spring of 2026 will achieve a 75% or higher. $5,000.00 Vertical teaming and LAPCs. We will also use common formative assessment to discuss progress and stengths and weaknesses.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 •Use of the previous years instructional planning report to assess strengths and weaknesses.
Person(s) Responsible Sandi Davis, AP and AICE teacher
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 • Extended Learning Opportunities (ELOs) for review, remediation, preparation for AP Exam, mock exams and to improve writing skills to be offered after school/Saturdays
Person(s) Responsible Sandra Davis and AP and AICE teachers
Deadline 6/1/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
During the first semester, the primary challenges included varying levels of student preparedness, particularly for students newly entering AICE/AP coursework, as well as curricular pacing adjustments needed to ensure alignment to exam expectations. Additionally, some students lacked prior exposure to the depth of reading, writing, and analytical skills required for success in advanced coursework.
To address these challenges, teachers collaborated through PLCs to tighten alignment to AICE/AP frameworks, increase intentional use of released exam questions, and adjust pacing to allow more time for skill development. Teachers also implemented additional formative assessments to better monitor student progress and adjust instruction in real time.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths:
  • PLC collaboration focused on exam alignment and rigor
  • Increased use of AICE/AP-style questions and document-based tasks
  • Targeted instructional support for students new to advanced coursework
Weaknesses:
  • Time constraints due to the depth of required content
  • Variability in student readiness entering AICE/AP courses
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
  • Continued emphasis on explicit skill-building (writing, analysis, sourcing)
  • Expanded use of formative assessments tied directly to exam expectations
  • Ongoing PLC review of student work samples to calibrate rigor and expectations

Area of Focus: Social Studies

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2025-2026 school year, the percentage of US History (21003100)students enrolled in US History course  scoring proficient or higher on the US History end of Course Exam will increase from 63% to 64%. PLC $5,000.00 All students are required to take the midterm exams, and this will allow us to see area that need more focus and improvement. We also monitor in our PLCs and through Common Formative Assessments.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Data informed PLCs focused on high-impact instructional strategies and delivery. -Utilization of State and District curriculum and instructional
Person(s) Responsible Sandra Davis and US History Teachers
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 -Extended Learning Opportunities (ELO's) including small group instruction and use of District instructional support to analyze student performance data to identify standards in need of remediation -Common Formative Assessments (CFA) as a measure for student understanding. -EOC testing strategies
Person(s) Responsible Sandra Davis and US History Teachers
Deadline 6/1/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.

During the first semester, challenges included larger class sizes, the need to support Lower Quartile students, and identified gaps in foundational content not previously covered in middle school or World History. Additionally, analysis of Quarter 2 BSA data revealed assessment items with low pass rates, prompting a review of both instructional focus and assessment design.

In response, teachers used PLC time to analyze CFA and BSA data in Performance Matters, identify priority standards, and adjust instruction. The PLC also reviewed assessment items to ensure clarity and alignment to standards. Instructional adjustments included targeted reteaching, increased use of foundational review resources such as Gateway to U.S. History, and intentional focus on standards with the greatest impact on EOC performance.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Strengths:

· Regular PLC data analysis using Performance Matters

· Identification and targeted support of Lower Quartile students

· Review and refinement of assessment items to improve alignment and clarity; discuss with district pacing of test items on BSA 2.

Weaknesses:

· Larger class sizes limited individualized support

· Attendance challenges among some Lower Quartile students
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

· Continued targeted support for Lower Quartile students, including progress monitoring by standard

· Ongoing attendance monitoring and follow-up for at-risk students

· Continued refinement of CFAs and BSAs to ensure high-quality assessment of standards

Area of Focus: Science

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2025-2026 school year, the percentage of Biology students scoring proficient or higher on the Biology end of course exam will increase from 89% to 93%. PLC $3,000.00 All students are required to take the midterm exams, and this will allow us to see area that need more focus and improvement. We also monitor in our PLCs and through Common Formative Assessments.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Common Planning and Data informed PLCs focused on high-impact instructional strategies and delivery.
Person(s) Responsible Frank Pizzo, Tammy Orillio, and EOC science teacher
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 Common Formative Assessments (CFA) as a measure for student understanding. -EOC testing strategies
Person(s) Responsible Frank Pizzo, Tammy Orillio, and EOC science teacher
Deadline 6/1/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.

MSD Data from district Q2BSA:

37% not proficient

45.5% near proficient

17% proficient

Data from all BCPS high schools:

42% not proficient

30% near proficient

28% proficient

Across both course levels, 28.5% of students earned a B or higher on the Biology Midterm. Honors students outperformed regular Biology students, with 47% earning an A or B compared to 10% in regular Biology.

Challenges:

· Classroom grades alone did/do not consistently predict midterm performance, reinforcing concerns that course grades may mask gaps in cumulative understanding and/or readiness for a standardized cumulative test.

· As Biology requires a state End-of-Course exam, insufficient early diagnostics- such as the absence of a required midterm- can limit the school’s ability to identify learning gaps and provide timely, targeted instructional support prior to students taking the EOC.

Addressing Challenges:

· Teachers used item analysis to identify standard-level gaps and misconceptions

· Instructional pacing will be adjusted to allow for targeted reteaching of above-mentioned standards.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?

Strengths:

· Using midterm data provides an early, standardized EOC-aligned measure of student readiness

· Supports equity by ensuring all students receive diagnostic feedback, regardless of course average

· Identifies students who are “near proficient”, allowing targeted interventions with a higher likelihood of improved outcomes

Weaknesses:

· Requires ongoing communication to reinforce the midterm’s role as a prep and instructional tool, rather than a punitive measure
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.

  • Continue and refine data-driven PLC discussions focused on BSA results.

    · Expand opportunities for targeted remediation, including small-group instruction, pull-outs during study hall classes, and/or ELO sessions.

    · Assign mentors or peer tutors to low-performing students to provide additional support and motivation
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
The Biology midterm plays a critical role in sustaining and improving EOC outcomes. Having an EOC exam in Biology means that consistent, cumulative monitoring of student readiness for a state-mandated assessment is crucial. Historical proficiency gains, combined with current midterm data, indicate that this approach is effective and should be preserved to support continued student success.

Area of Focus: ELA/Reading

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2025-2026 school year, in Grades 9-10 our FAST proficiency rate will improve from 77% proficiency to 79% proficiency. PLC $5,000.00 After students take the PM1 in September, then we will see goals and create CFAs based off of weaknesses. For our PM2, we will continue do the same monitoring. Each quarter the English teachers will reconvene to discuss where the Common Formative Assessments are having success and where there are weaknesses toa ddress.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 -Data informed PLCs focused on high-impact instructional strategies and delivery.
Person(s) Responsible Lisa Farris and Gabriella Prochillio
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 -Utilization of State and District curriculum and instructional -Extended Learning Opportunities (ELO's) including small group instruction and use of District instructional support to analyze student performance data to identify standards in need of remediation -Common Formative Assessments (CFA) as a measure for student understanding. -EOC testing strategies
Person(s) Responsible Lisa Farris and Gabriella Prochillio
Deadline 6/1/2026

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Midyear FAST PM2 data shows gains and an increase from last year in both grade levels: Grade 9 improved from 61% to 68% proficiency, and Grade 10 improved from 56% to 62% proficiency. Ongoing challenges include vocabulary and comprehension gaps across genres, particularly for ESOL, ESE/SLD, and Level 2 students. Instruction was adjusted through FAST-aligned assessments, data chats, and targeted literacy supports. 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths:
FAST-aligned instruction using HMH resources, READ180 for intensive reading, NWEA progress monitoring, literacy coach pull-outs, and consistent data chats.
Weaknesses:
Attendance and limited instructional time impacted intervention consistency for some students.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Target AICE General Paper students scoring Level 2 on PM2 with pull-outs and specific resources beginning in February.
Implement ELO FAST Prep sessions (February–April) with rotating ELA instructors and progress tracking.
Strengthen integration of explicit vocabulary and reading strategies across ELA, science, and social studies using Performance Matters.

Area of Focus: Math

Measurable Outcome (SMART Goal) Professional Development Budget Monitoring Results
(End of Year)
For the 2025-2026 school year, our combined EOC Algebra 1 and Geometry student proficiency rates will increase from 75% to 76% on the state exams. Training in data collection, the use of Canvas Quizzes/Savvas/IXL/DeltaMath, Implementing Common Assessments, Action Steps in response to data collection, Literacy Strategies in Math Instruction $5,000.00 All students are required to take the midterm exams, and this will allow us to see area that need more focus and improvement. We also monitor in our PLCs and through Common Formative Assessments. We will also use IXL and Delta Math to monitor progress throughout the year.

Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 -Data informed PLCs focused on high-impact instructional strategies and delivery. -Utilization of State and District curriculum and instructional -Extended Learning Opportunities (ELO's) including small group instruction and use of District instructional support to analyze student performance data to identify standards in need of remediation -Common Formative Assessments (CFA) as a measure for student understanding. -EOC testing strategies
Person(s) Responsible Anna Koltunova
Deadline 6/1/2026
Evidence-based Intervention/Strategy 2 -Utilization of State and District curriculum and instructional -Extended Learning Opportunities (ELO's) including small group instruction and use of District instructional support to analyze student performance data to identify standards in need of remediation -Common Formative Assessments (CFA) as a measure for student understanding. -EOC testing strategies
Person(s) Responsible Anna Koltunova
Deadline 6/1/2025

Mid-Year Reflection
Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? Yes
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
Challenges: Removal of the DeltaMath platform from Clever for student and teacher access.
Changes: Teachers are navigating new ways to reinforce concepts/practice for standards. 
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Strengths: IXL and Savvas are still available resoruces that the teachers continue to implement.
Weakness: The features and customaziation of DeltaMath was extremely useful to the teachers and the targeted practice is no longer available to students.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
We need to continue to provide rigorous instruction and assessment while scaffolding in remediation, and on level daily questions.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
We will initiate Extended Learning Opportunities led by our math teachers starting in Mid-February.

K-12 Comprehensive Reading Plan

 

File Name File Uploaded By Upload Date
SIP-K12-CERP-Literacy-Leadership-Contact-2025.pdfHolly Van Tassel9/12/2025
Broward-2025-26-CERP_Fully-Approved-(1).pdfHolly Van Tassel9/12/2025
SIP-signatures-.pdfHolly Van Tassel9/29/2025

Resources

Safe and Supportive Environment

Professional Learning Communities (PLC)

PLC Meeting Schedule

PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade  
PLC 25-26 3011 Activities/Athletics 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25/26 3011 Fine Arts and CTE 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 GARDEN 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 PE 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 Algebra 9-10 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10
PLC 25-26 3011 AP/AICE 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 Gov 10-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 10, 11, 12
PLC 25-26 3011 SVE/PASS Career Preparation 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 ELA 9 Thursday
 1st 8/4/2025 - 5/15/2026 - 9
PLC 25-26 3011 WL 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 SS 11 Thursday
 1st 8/4/2025 - 5/15/2026 - 11
PLC 25-26 3011 ELA 11 Thursday
 1st 8/4/2025 - 5/15/2026 - 11
PLC 25-26 3011 SS 11 Thursday
 1st 8/4/2025 - 5/15/2026 - 11
PLC 25-26 3011 ESE 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 College Prep 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 Science 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 Math Structures 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 Geometry 9-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 9, 10, 11, 12
PLC 25-26 3011 WH 09 Thursday
 1st 8/4/2025 - 5/15/2026 - 9
PLC 25-26 3011 ELA 10th Thursday
 1st 8/4/2025 - 5/15/2026 - 10
PLC 25-26 3011 PF/Econ & SS Electives 10-12 Thursday
 1st 8/4/2025 - 5/15/2026 - 10, 11, 12

Response to Intervention (MTSS/RtI) Plan

 

File Name File Uploaded By Upload Date
MTSS-Action-Plan-25-26.pdfHolly Van Tassel9/10/2025

RtI Team Meeting Schedule

Day(s) of Week Week(s) of Month Start/End Dates Start/End Times
Wednesday
 1st, 3rd, 5th 8/20/2025 - 5/27/2026 8:00 AM - 2:00 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name File Uploaded By Upload Date
MSD-SPBP-SY-26.pdfRobert Johnson5/1/2025
Majory-Stoneman-Douglas-HS-SPBP-Feedback-Form-2025-2026.pdfJabari Akil5/22/2025

Attendance Plan

Total School AVG

    Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Population Number % Number % Number % Number %

Grade Level Breakdown

      Regular Attenders
(0%-4.9% Absent)		 At Risk
(5%-9.9% Absent)		 Chronic
(10%-19.9% Absent)		 Severe Chronic
(20% or more Absent)
School Year Grade Level Population Number % Number % Number % Number %
Attendance Type School Goal

 

File Name File Uploaded By Upload Date
3011_09082025_SIP-Attendance-Plan-25-26.pdfHolly Van Tassel9/10/2025

School Counseling Plan

 

File Name File Uploaded By Upload Date
Annual-School-Counseling-Plan-25-26.pdfHolly Van Tassel8/29/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name File Uploaded By Upload Date
SBPIE-Assessment-25.pdfHolly Van Tassel9/9/2025

Effective Communication

SAC Documentation

SAC Upload Center

File Name Meeting Month Document Type Uploaded Date
MSD-SAC-Feb-602-06-2026-140358.pdf February SAC Agenda, Attendance, Minutes 2/9/2026
January-SAC.pdf January SAC Agenda, Attendance, Minutes 1/9/2026
MSD-Staff-with-Positions-(1)-A+Voting-Final.pdf January A+ Funds 1/7/2026
MSD-A+-Packet-202512-19-2025-105426-(4)-Final.pdf January A+ Funds 1/7/2026
December-SAC-MSD.pdf December SAC Agenda, Attendance, Minutes 12/10/2025
MSD-SAC-October.pdf October SAC/SAF Agenda, Attendance, Minutes 10/30/2025
SAC-Meetings-dates-for-2025--2026.pdf September SAC Meeting Dates 9/19/2025
SAC-Composition-2526.pdf September SAC Composition 9/18/2025
SAF-September.pdf September SAF Agenda, Attendance, Minutes 9/5/2025
MSD-September-SAC.pdf September SAC Agenda, Attendance, Minutes 9/5/2025
SAF-Meetings-dates-for-2025.pdf September SAF Meeting Dates 9/3/2025
SAC-Bylaws-25-26.pdf September SAC ByLaws 9/3/2025

Cognia eProve Survey Results

 

File Name File Uploaded By Upload Date
Student-Survey-2025.pdfHolly Van Tassel9/5/2025
Staff-Survey-2025.pdfHolly Van Tassel9/5/2025
Parent-Survey-2025.pdfHolly Van Tassel9/5/2025

Family and Community Engagement (FACE) Plan

 

File Name File Uploaded By Upload Date
MSD_FACE_SPACE_Guidance_9_5_25.pdfJennifer DiVeronica9/5/2025

Select a Different School

Go back to Select a Different School