| School Name | School Grade (2025 - 2026) | A | |
| 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 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-2627budget.pdf | Holly Van Tassel | 8/18/2026 |
|
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. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Geometry classes will have proficiency increase from 61% during the 2025-26 school year to 62% by the end of 2026-27 as evidenced by their Geometry EOC scores. | $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 |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Algebra 1 classes will have learning gains increase from 62% during the 2025-26 school year to 63% by the end of 2026-27 as evidenced by their Algebra 1 EOC scores. | $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 |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 school year, the percentage of Biology students scoring Level 3 or higher on the Biology End-of-Course (EOC) Assessment will increase from 88% (2025-2026) to 90%. | $3,000.00 | midterm data | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AP teachers will increase their average pass rate on the end of course exam given by Collegeboard by 2%, from their 2025-26 average score of 90% to 92% in the 2026-27 school year. | AP training | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AICE teachers will increase their average pass rate on the end of course exam given by Cambridge by 2%, from their 2025-26 average score of 73% to 75% in the 2026-27 school year. | AICE training | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 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 68% to 69%. | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Marjory Stoneman Douglas High School will maintain or exceed a 99% four-year graduation rate for the 2026–2027 school year by implementing a comprehensive system of academic monitoring, credit recovery, and postsecondary planning for all students. | $500.00 | Guidance will review students grades at the end of each semester and enroll studewnts in credit recovery. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2026 – 2027 school year, the percentage of 10th & 12th grade Law Studies/Comprehensive Law Honors students scoring proficient or higher on the Law Studies CFAs will increase by 5%. | $3,000.00 | Common Formative Assessments | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, in the area of College and Career Readiness, we will increase our reading pass rate, as measured by the ACT/SAT assessment, from 77% to 79%. | Training in Khan Academy, 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 | CFA's | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, our goal is to increase our FAST proficiency rate from 80% to 81% on the ELA FAST PM3. | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Reading-Plan-2026-2027.pdf | Holly Van Tassel | 8/31/2026 |
| SIP-signatures-Reading-plan.pdf | Holly Van Tassel | 8/31/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| mtssratingformSIP08-26-2026-104011.pdf | Holly Van Tassel | 8/26/2026 |
| MSDMTSS202627.pdf | Holly Van Tassel | 8/26/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Behavior-plan-vote-results-MSD-26.27.pdf | Elisa Williamson | 4/23/2026 |
| MSD-Positive-behavior-plan-26-27.pdf | Elisa Williamson | 5/1/2026 |
| 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 | % |
| 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 |
|---|---|---|
| 2026-27-Attendance-SIP-Plan-_-Marjory-Stoneman-Douglas-HS-3011.pdf | Holly Van Tassel | 9/1/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Annual-School-Counseling-Plan-26-27.pdf | Holly Van Tassel | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE-Assessment-25.pdf | Holly Van Tassel | 8/31/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Parent-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Staff-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Student-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Plan.pdf | Sandra Davis | 8/31/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| 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 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-2627budget.pdf | Holly Van Tassel | 8/18/2026 |
|
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. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Geometry classes will have proficiency increase from 61% during the 2025-26 school year to 62% by the end of 2026-27 as evidenced by their Geometry EOC scores. | $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 |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Algebra 1 classes will have learning gains increase from 62% during the 2025-26 school year to 63% by the end of 2026-27 as evidenced by their Algebra 1 EOC scores. | $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 |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 school year, the percentage of Biology students scoring Level 3 or higher on the Biology End-of-Course (EOC) Assessment will increase from 88% (2025-2026) to 90%. | $3,000.00 | midterm data | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AP teachers will increase their average pass rate on the end of course exam given by Collegeboard by 2%, from their 2025-26 average score of 90% to 92% in the 2026-27 school year. | AP training | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AICE teachers will increase their average pass rate on the end of course exam given by Cambridge by 2%, from their 2025-26 average score of 73% to 75% in the 2026-27 school year. | AICE training | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 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 68% to 69%. | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Marjory Stoneman Douglas High School will maintain or exceed a 99% four-year graduation rate for the 2026–2027 school year by implementing a comprehensive system of academic monitoring, credit recovery, and postsecondary planning for all students. | $500.00 | Guidance will review students grades at the end of each semester and enroll studewnts in credit recovery. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2026 – 2027 school year, the percentage of 10th & 12th grade Law Studies/Comprehensive Law Honors students scoring proficient or higher on the Law Studies CFAs will increase by 5%. | $3,000.00 | Common Formative Assessments | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, in the area of College and Career Readiness, we will increase our reading pass rate, as measured by the ACT/SAT assessment, from 77% to 79%. | Training in Khan Academy, 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 | CFA's | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, our goal is to increase our FAST proficiency rate from 80% to 81% on the ELA FAST PM3. | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Reading-Plan-2026-2027.pdf | Holly Van Tassel | 8/31/2026 |
| SIP-signatures-Reading-plan.pdf | Holly Van Tassel | 8/31/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| mtssratingformSIP08-26-2026-104011.pdf | Holly Van Tassel | 8/26/2026 |
| MSDMTSS202627.pdf | Holly Van Tassel | 8/26/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Behavior-plan-vote-results-MSD-26.27.pdf | Elisa Williamson | 4/23/2026 |
| MSD-Positive-behavior-plan-26-27.pdf | Elisa Williamson | 5/1/2026 |
| 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 | % |
| 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 |
|---|---|---|
| 2026-27-Attendance-SIP-Plan-_-Marjory-Stoneman-Douglas-HS-3011.pdf | Holly Van Tassel | 9/1/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Annual-School-Counseling-Plan-26-27.pdf | Holly Van Tassel | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE-Assessment-25.pdf | Holly Van Tassel | 8/31/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Parent-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Staff-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Student-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Plan.pdf | Sandra Davis | 8/31/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| 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 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-2627budget.pdf | Holly Van Tassel | 8/18/2026 |
|
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. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Geometry classes will have proficiency increase from 61% during the 2025-26 school year to 62% by the end of 2026-27 as evidenced by their Geometry EOC scores. | $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 |
|||||||||||||||||||||||||||
|
|||||||||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Algebra 1 classes will have learning gains increase from 62% during the 2025-26 school year to 63% by the end of 2026-27 as evidenced by their Algebra 1 EOC scores. | $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 |
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 school year, the percentage of Biology students scoring Level 3 or higher on the Biology End-of-Course (EOC) Assessment will increase from 88% (2025-2026) to 90%. | $3,000.00 | midterm data | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AP teachers will increase their average pass rate on the end of course exam given by Collegeboard by 2%, from their 2025-26 average score of 90% to 92% in the 2026-27 school year. | AP training | $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 |
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AICE teachers will increase their average pass rate on the end of course exam given by Cambridge by 2%, from their 2025-26 average score of 73% to 75% in the 2026-27 school year. | AICE training | $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 |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 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 68% to 69%. | $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 |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Marjory Stoneman Douglas High School will maintain or exceed a 99% four-year graduation rate for the 2026–2027 school year by implementing a comprehensive system of academic monitoring, credit recovery, and postsecondary planning for all students. | $500.00 | Guidance will review students grades at the end of each semester and enroll studewnts in credit recovery. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2026 – 2027 school year, the percentage of 10th & 12th grade Law Studies/Comprehensive Law Honors students scoring proficient or higher on the Law Studies CFAs will increase by 5%. | $3,000.00 | Common Formative Assessments | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, in the area of College and Career Readiness, we will increase our reading pass rate, as measured by the ACT/SAT assessment, from 77% to 79%. | Training in Khan Academy, 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 | CFA's | ||||||||||||||||||
Evidence-based Interventions/Strategies |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, our goal is to increase our FAST proficiency rate from 80% to 81% on the ELA FAST PM3. | $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 |
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Mid-Year Reflection |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Reading-Plan-2026-2027.pdf | Holly Van Tassel | 8/31/2026 |
| SIP-signatures-Reading-plan.pdf | Holly Van Tassel | 8/31/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| mtssratingformSIP08-26-2026-104011.pdf | Holly Van Tassel | 8/26/2026 |
| MSDMTSS202627.pdf | Holly Van Tassel | 8/26/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Behavior-plan-vote-results-MSD-26.27.pdf | Elisa Williamson | 4/23/2026 |
| MSD-Positive-behavior-plan-26-27.pdf | Elisa Williamson | 5/1/2026 |
| 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 | % |
| 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 |
|---|---|---|
| 2026-27-Attendance-SIP-Plan-_-Marjory-Stoneman-Douglas-HS-3011.pdf | Holly Van Tassel | 9/1/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Annual-School-Counseling-Plan-26-27.pdf | Holly Van Tassel | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE-Assessment-25.pdf | Holly Van Tassel | 8/31/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Parent-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Staff-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Student-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Plan.pdf | Sandra Davis | 8/31/2026 |
| School Name | School Grade (2025 - 2026) | A | |
| 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 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-2627budget.pdf | Holly Van Tassel | 8/18/2026 |
|
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. |
|
|
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Geometry classes will have proficiency increase from 61% during the 2025-26 school year to 62% by the end of 2026-27 as evidenced by their Geometry EOC scores. | $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 |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of 2026-27, our students in our regular Algebra 1 classes will have learning gains increase from 62% during the 2025-26 school year to 63% by the end of 2026-27 as evidenced by their Algebra 1 EOC scores. | $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 |
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|
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Mid-Year Reflection |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 school year, the percentage of Biology students scoring Level 3 or higher on the Biology End-of-Course (EOC) Assessment will increase from 88% (2025-2026) to 90%. | $3,000.00 | midterm data | |||||||||||||||||||
Evidence-based Interventions/Strategies |
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|
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Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AP teachers will increase their average pass rate on the end of course exam given by Collegeboard by 2%, from their 2025-26 average score of 90% to 92% in the 2026-27 school year. | AP training | $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 |
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|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| AICE teachers will increase their average pass rate on the end of course exam given by Cambridge by 2%, from their 2025-26 average score of 73% to 75% in the 2026-27 school year. | AICE training | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026-2027 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 68% to 69%. | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Marjory Stoneman Douglas High School will maintain or exceed a 99% four-year graduation rate for the 2026–2027 school year by implementing a comprehensive system of academic monitoring, credit recovery, and postsecondary planning for all students. | $500.00 | Guidance will review students grades at the end of each semester and enroll studewnts in credit recovery. | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| By the end of the 2026 – 2027 school year, the percentage of 10th & 12th grade Law Studies/Comprehensive Law Honors students scoring proficient or higher on the Law Studies CFAs will increase by 5%. | $3,000.00 | Common Formative Assessments | |||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, in the area of College and Career Readiness, we will increase our reading pass rate, as measured by the ACT/SAT assessment, from 77% to 79%. | Training in Khan Academy, 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 | CFA's | ||||||||||||||||||
Evidence-based Interventions/Strategies |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
|||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| For the 2026–2027 school year, our goal is to increase our FAST proficiency rate from 80% to 81% on the ELA FAST PM3. | $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 |
|||||||||||||||||||||
|
|||||||||||||||||||||
Mid-Year Reflection |
|||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Reading-Plan-2026-2027.pdf | Holly Van Tassel | 8/31/2026 |
| SIP-signatures-Reading-plan.pdf | Holly Van Tassel | 8/31/2026 |
PLC Meeting Schedule
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| mtssratingformSIP08-26-2026-104011.pdf | Holly Van Tassel | 8/26/2026 |
| MSDMTSS202627.pdf | Holly Van Tassel | 8/26/2026 |
RtI Team Meeting Schedule
|
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Behavior-plan-vote-results-MSD-26.27.pdf | Elisa Williamson | 4/23/2026 |
| MSD-Positive-behavior-plan-26-27.pdf | Elisa Williamson | 5/1/2026 |
| 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 | % |
| 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 |
|---|---|---|
| 2026-27-Attendance-SIP-Plan-_-Marjory-Stoneman-Douglas-HS-3011.pdf | Holly Van Tassel | 9/1/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| MSD-Annual-School-Counseling-Plan-26-27.pdf | Holly Van Tassel | 8/27/2026 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| SBPIE-Assessment-25.pdf | Holly Van Tassel | 8/31/2026 |
SAC Upload Center
|
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| BCPS-Parent-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Staff-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| BCPS-Student-Survey-Results-2026.pdf | Natalie Portalatin | 8/26/2026 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-Plan.pdf | Sandra Davis | 8/31/2026 |