School Name	Dolphin Bay ES (3751)	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

 

File Name	File Uploaded By	Upload Date
Cognia-Executive-Summary-Template_2025_2026.pdf	LaShawn Tukes	8/20/2025

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
3751_2026-2027_Budget-Signature-Page_Dolphin-Bay_.pdf	Sandra L Nelson	5/20/2025

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. We will use the following intervention strategies to address the needs of the students evidenced by the Early Warning Indicators: small group instruction, scaffolding instruction, activating prior knowledge, modeling and demonstrating skills and concepts, providing specific performance feedback, progress monitoring students, peer/buddy tutor, center activities aligned to the rigor of the standards, graphic organizers/thinking maps, and technology.

School Report Card

FLDOE: Edudata

Areas of Focus (Formerly Goals, Strategies and Activities)

Area of Focus: ELA K-2

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2026, K-2 student proficiency will be increase by 3 percentage points from 64% to 67% on STAR Assessment.	PLCs that are focused around data where we will be looking at i-Ready, FAST PMs and classroom assessment data to monitor progress and develop plans for small group instruction for upcoming units.	$0.00	Progress will be tracked using FAST Progress Monitoring for the 2025-2026 school year. We will compare data from the Spring 2025 PM3 assessment to the Spring 2026 PM3 assessment. We will use Fall 2025 PM1 assessment data as a baseline and use PM2 as a progress check. Based on the progress check during PM 2 we will adjust our plan to meet the needs of our students.	We exceeded our 67% proficiency goal, with overall proficiency at 70%. Kindergarten reached 70%, first grade had 63%, and second grade achieved 76%.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and staff will implement the school-wide instructional focus calendar per grade level for ELA using Benchmark Advance materials aligned to FL B.E.S.T standards and utilize end of unit assessments within the Benchmark Advance and interim assessments within I-Ready programs to progress monitor. Teachers will implement best practices learned through professional development of the Science of Reading (SoR) to enhance the quality of instruction for Benchmark Advance. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 2 Classroom teachers and support staff will use data to drive instruction. Teachers will monitor and track relevant data to determine small group instruction. Teachers will meet bi-monthly in PLCs where they will be reviewing Benchmark Advance and I-Ready data to identify opportunities for enrichment and remediation for specific students. Teachers will use the data to modify instruction based on their students? needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their classroom data from Tier 1 instruction for additional input. Lastly, students will use data binders to track their progress on Benchmark Advance unit assessments, as well as personal growth on FAST assessments. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers in 3rd, 4th, and 5th grades. Support teachers will be providing additional services with a push in/pull out model to target ESE students based on Spring 2025 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as ESE focusing on closing gaps. The literacy coach will collaborate with classroom teachers to identify gaps and provide targeted remediation. Teachers will monitor students and use assessment data to drive instruction and to provide effective instruction in the form of small group instruction. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026
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.
Dolphin Bay Elementary administered FAST Star Progress Monitoring (PM2) for mid-year in December. Based on the results we had 46% of students meeting proficiency for grades kindergarten, first, and second. We are seeing positive growth in kindergarten with 39% proficiency in December, compared to last year’s cohort that ended the year with 49%. This tells us we are improving the quality of instruction and getting more students to mastery. Next, when we look at second grade, we are also seeing lots of improvement and growth when we compare last year to this current year. Second grade ended last year with 59% proficiency and this year on PM2 we are currently at 58% proficiency. We see that two grade levels are on track to surpass what we did last year, and we see positive evidence that we will meet our goal of 67% in the spring. One challenge we face is with first grade,  for PM2 the proficiency was at 37% and we are seeing big deficits. With the support of the literacy coach and the district’s Elementary Learning Department, first grade has rescreened students who scored a level 1 on PM2 using the district’s Diagnostic Screeners to determine the appropriate instructional pathway to provide interventions for students with large deficits. While we did not see the amount of growth we wanted, the team is working to ensure tier 1 instruction is strong and tier 2/3 instruction is targeted and consistent.  The literacy coach will be pushing in four days a week to offer additional support for students struggling with phonics. A second challenge Dolphin Bay has encountered during the Fall semester is a staff change on the first-grade team. Soon after the school year began, we had a teacher resign unexpectedly. This led to substitutes being placed in that classroom temporarily until we could replace the teacher. There was a short stint of instability, however, the new teacher has done a phenomenal job of taking over and working closely with her class to meet the diverse needs in that classroom.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
One focus we have this year is using data to form small groups, and teachers are using the data to teach standard specific remediation to a targeted group of students. The Elementary Department created instructional pathways that are skill specific to every category in the reading process. These pathways align with the Diagnostic Screeners which informs the teacher of what pathway is appropriate based on the data. Teachers must follow that scripted pathway to provide remediation. The strength of this strategy is that the planning and prep work is minimal for teachers, so they can quickly pull resources and meet consistently with these struggling students. Also, students who are well below grade level are identified early and start remediation sooner. A second strategy that we use is the use of a school-wide instructional focus calendar (district IFC) that ensures consistent pacing and alignment with the Florida B.E.S.T. Standards across all grade levels. Benchmark Universe continues to guide Tier 1 instruction, while Magnetic Reading and Benchmark Universe Interventions provides targeted remediation based on data from Benchmark Advance Unit Assessments. Thirdly, bi-monthly PLCs provide a forum for collaborative data analysis and the development of next steps. Teachers are teaching intentionally based on the data. Grade level teams use PLC time to collaborate and compare data.  After every unit, teachers come together in a PLC and analyze the data to determine remediation groups for students who did not master the standards. They discuss ideas and next steps to best serve the students in their classrooms but do so with guidance from relevant data like the latest Benchmark Assessments, I-Ready Diagnostics, and FAST PM 2 data. Finally, Dolphin Bay Elementary has worked closely with the BCPS Elementary Department to support teachers in using data to teach intentionally. Jessica Abraham comes from the district approximately once a month to help teachers analyze their latest data from the Benchmark Assessments and create an action plan and next steps for teachers to focus their efforts on for the next unit. We know this practice has been very successful because we see a positive trend in our growth and data when we compare STAR FAST data, I-Ready Diagnostics, and Benchmark Assessment data.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
The literacy coach will offer push-in support to the lowest performing first grade class to offer structured teacher support. The purpose of the collaboration is to offer instructional support in phonics. K-2 teachers will utilize the STAR Early Literacy and STAR Reading progress monitoring in late March/early April to assess how students are likely to respond to STAR PM 3. This progress monitoring data will give up- to- date data that teachers can utilize the final month before PM 3 testing to do final small group adjustments.

Area of Focus: ELA 3-5

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2026, 3-5 student proficiency will increase by 2 percentage points from 72% to 74% on the English Language Arts Assessment.	PLCs that are focused around data where we will be looking at i-Ready, FAST PMs and classroom assessment data to monitor progress and develop plans for small group instruction for upcoming units.	$0.00	Progress will be tracked using FAST Progress Monitoring for the 2025-2026 school year. We will compare data from the Spring 2025 PM3 assessment to the Spring 2026 PM3 assessment. We will use Fall 2025 PM1 assessment data as a baseline and use PM2 as a progress check. Based on the progress check during PM 2 we will adjust our plan to meet the needs of our students.	Based on PM3 testing in May 2026, proficiency among students in grades 3–5 was 72%. As a result, we did not meet our goal of 74% proficiency on the English Language Arts assessment.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and staff will implement the school-wide instructional focus calendar per grade level for ELA using Benchmark Advance materials aligned to FL B.E.S.T standards and utilize end of unit assessments within the Benchmark Advance and interim assessments within I-Ready programs to progress monitor. Teachers will implement best practices learned through professional development of the Science of Reading (SoR) to enhance the quality of instruction for Benchmark Advance. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 2 Classroom teachers and support staff will use data to drive instruction. Teachers will monitor and track relevant data to determine small group instruction. Teachers will meet bi-monthly in PLCs where they will be reviewing Benchmark Advance and I-Ready data to identify opportunities for enrichment and remediation for specific students. Teachers will use the data to modify instruction based on their students’ needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their classroom data from Tier 1 instruction for additional input. Lastly, students will use data binders to track their progress on Benchmark Advance unit assessments, as well as personal growth on FAST assessments. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers in 3rd, 4th, and 5th grades. Support teachers will be providing additional services with a push in/pull out model to target ESE students based on Spring 2025 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as ESE focusing on closing gaps. The literacy coach will collaborate with classroom teachers to identify gaps and provide targeted remediation. Teachers will monitor students and use assessment data to drive instruction and to provide effective instruction in the form of small group instruction. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026
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?								No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
The ELA goal for grades 3-5 at Dolphin Bay Elementary is to be at 74% proficiency by May 2026. In December 2025 we took PM2 (FAST Progress Monitoring) and our 3-5 proficiency is at 59%. This percentage is higher than last year’s PM 2 data (51%). Our current proficiency percentage from FAST PM2 is a good indicator that we are on track towards achieving our end-of-year goal based on our history of performance on the FAST assessments. Our greatest challenge is the proficiency level of our student subgroup Students with Disabilities, which is currently at 15% proficiency. This subgroup is underperforming comparatively to our overall proficiency. As a school we have made Students with Disabilities our top priority to increase achievement for students with that label.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
One focus we have this year is using data to form small groups, and teachers are using the data to teach standard specific remediation to a targeted group of students. The Elementary Department created instructional pathways that are skill specific to every category in the reading process. These pathways align with the Diagnostic Screeners which inform the teacher of what pathway is appropriate based on the data. Teachers must follow that scripted pathway to provide remediation. The strength of this strategy is that the planning and prep work is minimal for teachers, so they can quickly pull resources and meet consistently with these struggling students. Also, students who are well below grade level are identified early and start remediation sooner. A second strategy that we use is the use of a school-wide instructional focus calendar that ensures consistent pacing and alignment with the Florida B.E.S.T. Standards across all grade levels. Benchmark Universe continues to guide Tier 1 instruction, while Magnetic Reading and Benchmark Universe Interventions provides targeted remediation based on data from Benchmark Advance Unit Assessments. Thirdly, bi-monthly PLCs provide a forum for collaborative data analysis and the development of next steps. Teachers are teaching intentionally based on the data. Grade level teams use PLC time to collaborate and compare data.  After every unit, teachers come together in a PLC and analyze the data to determine remediation groups for students who did not master the standards. They discuss ideas and next steps to best serve the students in their classrooms but do so with guidance from relevant data like the latest Benchmark Assessments, I-Ready Diagnostics, and FAST PM 2 data. Finally, Dolphin Bay Elementary has worked closely with the BCPS Elementary Department to support teachers in using data to teach intentionally. Jessica Abraham comes from the district approximately once a month to help teachers analyze their latest data from the Benchmark Assessments using Performance Matters and create an action plan and next steps for teachers to focus their efforts on for the next unit. We know this practice has been very successful because we see a positive trend in our growth and data when we compare FAST data, I-Ready Diagnostics, and Benchmark Assessment data.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Beginning February 23, 2026, Dolphin Bay Elementary will be offering after school Extended Learning Opportunities (ELO) camps for targeted students in grades 3-5. The camp will take place 2 times a week for 8 weeks. The focus of the camp will be to remediate comprehension skills that students are struggling with. We will analyze data from the detailed report in the FAST portal from PM 2 as well as I-Ready Diagnostic Data to determine students who are the best fit for camps.

Area of Focus: Students With Disabilities (SWD)

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2026, the Students with Disabilities subgroup, will make a 2 percentage point increase in learning gain from 44% to 46% on the English Language Arts Florida Standards Assessment.	PLCs that are focused around data where we will be looking at i-Ready, FAST PMs and classroom assessment data to monitor progress and develop plans for small group instruction for upcoming units.	$0.00	Progress will be tracked using FAST Progress Monitoring for the 2025-2026 school year. We will compare data from the Spring 2025 PM3 assessment to the Spring 2026 PM3 assessment. We will use Fall 2025 PM1 assessment data as a baseline and use PM2 as a progress check. Based on the progress check during PM 2 we will adjust our plan to meet the needs of our students.	Based on PM3 testing in May 2026, proficiency among ESE students in grades 3-5 was 41%. As a result, we did not meet our goal of 46% for our students with disabilities subgroup.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and support staff will implement school-wide instructional focus calendars per grade level for ELA using Benchmark Advance aligned to FL B.E.S.T standards and utilize unit assessments within the Benchmark Advance and interim assessments within the I-Ready program to progress monitor. Teachers will implement best practices learned through professional development of the Science of Reading (SoR) to enhance the quality of instruction for Benchmark Advance. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 2 Using data to drive instruction. Teachers will monitor and track relevant data to determine small group instruction. Teachers will meet bi-monthly in PLCs where they will be reviewing Benchmark Advance and I-Ready data to identify opportunities for enrichment and remediation for specific students. Teachers will use the data to modify instruction based on their students’ needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss about data from Tier 1 instruction for additional input. Lastly, students will use data binders to track their progress on Benchmark Advance unit assessments, as well as personal growth on FAST assessments. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 3 Support staff will provide additional support for SWD by providing push-in or pull-out support based on specific IEP goals. Support teachers will implement intensive reading remediation with students identified as SWD. Support teachers will collaborate with classroom teachers to identify gaps and provide targeted remediation. Teachers will monitor students and use assessment data to drive instruction and provide effective strategies during instruction. We will use FAST Progress Monitoring to monitor student growth. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026
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?								No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
At Dolphin Bay Elementary, the greatest challenge we encounter is our subgroup Students with Disabilities (SWD) proficiency level. Based on last school year, this subgroup’s proficiency level was at 44%, while our overall 3rd-5th proficiency is at 72% in ELA. There is a large discrepancy between the subgroup and overall proficiency levels which makes this area our biggest concern. As a school, we have taken many action steps to help improve student performance and to close the gap for this subgroup.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
Several strengths have been identified based on the strategies that were implemented at the beginning of the year. First, teachers are effectively implementing their grade level Instructional Focus Calendar (district IFC)  and adhering to the suggested pacing for our school wide curriculum, Benchmark Advance. Regular assessment data is used to monitor student progress towards the mastery of the Florida B.E.S.T. Standards. Next, data analysis plays a central role in instruction.  As a school, we are meeting bi-monthly to review current ELA data for all students during our PLC block. Teachers analyze their latest unit assessments to determine students needing remediation and implement targeted interventions. Finally, Dolphin Bay has provided multi-tiered support to all classes in grades 3-5. ESE Facilitators provide push-in or pull-out support based on student IEP goals. They are implementing intensive reading remediation with students who are identified as SWD. As well as classroom teachers also provide remediation small group instruction daily in their classrooms.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
Many of our students Beginning February 23, 2026, Dolphin Bay Elementary will be offering after school ELO camps for bubble students as well as ESE students in grades 3-5. The camp will take place 2 times a week for 8 weeks. The focus of the camp will be to remediate comprehension skills that students are struggling with. We will analyze data from the detailed report in the FAST portal from PM 2 as well as I-Ready Diagnostic Data.
Additional Reflections (optional): Please add any additional reflections for this Area of Focus.
ESE Support Facilitators work closely with teachers to form a partnership and work towards a common goal together. Both the classroom teachers and ESE Support Facilitators are working with the literacy coach, ESE specialist, and with the Elementary Learning department to find material aligned with IEP goals for the students they are servicing. ESE Support Facilitators are splitting their time between remediating phonics standards and providing comprehension instruction to their students.

Area of Focus: ELA (3-5) Lowest Quartile

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2026,The lowest 25% in grades 3-5 will make a 2 percentage point increase in learning gains from 73% to 75% on the English Language Arts Assessment.	PLCs focused around data where we will be looking at i-Ready, FAST PMs and classroom assessment data in order to monitor progress and develop plans for small group instruction for upcoming units.	$0.00	Progress will be tracked using FAST Progress Monitoring for the 2025-2026 school year. We will compare data from the Spring 2025 PM3 assessment to the Spring 2026 PM3 assessment. We will use Fall 2025 PM1 assessment data as a baseline and use PM2 as a progress check. Based on the progress check during PM 2 we will adjust our plan to meet the needs of our students.
Evidence-based Interventions/Strategies
Evidence-based Intervention/Strategy 1 Teachers and staff will implement the school-wide instructional focus calendar per grade level for ELA using Benchmark Advance materials aligned to FL B.E.S.T standards and utilize end of unit assessments within the Benchmark Advance and interim assessments within I-Ready programs to progress monitor. Teachers will implement best practices learned through professional development of the Science of Reading (SoR) to enhance the quality of instruction for Benchmark Advance. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 2 Classroom teachers and support staff will use data to drive instruction. Teachers will monitor and track relevant data to determine small group instruction. Teachers will meet bi-monthly in PLCs where they will be reviewing Benchmark Advance and I-Ready data to identify opportunities for enrichment and remediation for specific students. Teachers will use the data to modify instruction based on their students’ needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their classroom data from Tier 1 instruction for additional input. Lastly, students will use data binders to track their progress on Benchmark Advance unit assessments, as well as personal growth on FAST assessments. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers in 3rd, 4th, and 5th grades. Support teachers will be providing additional services with a push in/pull out model to target ESE students based on Spring 2025 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as ESE focusing on closing gaps. The literacy coach will collaborate with classroom teachers to identify gaps and provide targeted remediation. Teachers will monitor students and use assessment data to drive instruction and to provide effective instruction in the form of small group instruction. Person(s) Responsible Classroom Teachers, Support Staff, Administration Deadline 6/3/2026
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?								No
Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges.
At Dolphin Bay Elementary the greatest challenge that we face is our Students with Disabilities (SWD) subgroup, and this challenge greatly impacts our Lowest Quartile subgroup because 59% of LQs in 4th grade are SWD and 64% of LQs in 5th grade are SWD. With a large SWD influence in the lowest quartile our data is greatly impacted by the performance of our SWD subgroup. At the end of the 24-25 school year 51% of students in our Lowest Quartile subgroup made a learning gain. As of PM 2 in the 25-26 school year only 21% of students have met a learning gain thus far. We need a total of 28 students to meet a learning gain by May 2026, and we are currently at 11. We need to work on increasing proficiency for our SWD subgroup which will directly impact our LQ subgroup.
Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses?
As previously mentioned, one identified weakness is the correlation between SWD subgroup and LQ subgroup.  The lower proficiency of our Students with Disabilities  greatly impacts our Lowest Quartile subgroup because 59% of LQs in 4th grade are SWD and 64% of LQs in 5th grade are SWD. With a large SWD influence in the lowest quartile are data is greatly impacted by the performance of our SWD subgroup. A second weakness that has been identified is the loss of Title 1 at Dolphin Bay Elementary School. In prior school years Title 1 funds paid for an Intensive Reading teacher that focused on offering support and remediation for LQ students. Dolphin Bay lost Title 1 at the end of the 24-25 school year; therefore, we lost that intensive reading support and now teachers do not have that extra layer of support to offer the LQ subgroup. This year, Dolphin Bay Elementary is focused on using data to form small groups where teachers are using the data to teach standard specific remediation to a targeted group of students. The Elementary Department created instructional pathways that are skill specific to every category in the reading process. Teachers must follow that scripted pathway to provide remediation. The strength of this strategy is that the planning and prep work is limited because of the instructional pathways. A second strategy that we use is the use of a school-wide instructional focus calendar that ensures consistent pacing and alignment with the Florida B.E.S.T. Standards across all grade levels. Benchmark Universe continues to guide Tier 1 instruction, while Magnetic Reading and Benchmark Universe Interventions provides targeted remediation based on data from Benchmark Advance Unit Assessments. Thirdly, bi-monthly PLCs provide a forum for collaborative data analysis and the development of next steps. Teachers are teaching intentionally based on the data. Grade level teams use PLC time to collaborate and compare data.  They discuss ideas and next steps to best serve the students in their classrooms but do so with guidance from relevant data like the latest Benchmark Assessments, I-Ready Diagnostics, and FAST PM 2 data. Finally, Dolphin Bay Elementary has worked closely with the BCPS Elementary Department to support teachers in using data to teach intentionally. Jessica Abraham comes from the district approximately once a month to help teachers analyze their latest data from the Benchmark Assessments and create an action plan and next steps for teachers to focus their efforts on for the next unit. We know this practice has been very successful because we see a positive trend in our growth and data when we compare FAST data, I-Ready Diagnostics, and Benchmark Assessment data.
New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus.
All Lowest Quartile students were invited to attend after school ELO camps. Beginning February 23, 2026, Dolphin Bay Elementary will be offering after school ELO camps for targeted students in grades 3-5, including LQ students. The camp will take place 2 times a week for 8 weeks. The focus of the camp will be to remediate comprehension skills that students are struggling with. We will analyze data from the detailed report in the FAST portal from PM 2 as well as I-Ready Diagnostic Data.

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
9997_08022025_Applying-the-Science-of-Reading-in-BCPS-Part-1_5-21-25.pdf	LaShawn Tukes	8/20/2025
1791_08192025_Applying-the-Science-of-Reading-in-BCPS_Part-2-CERP-Elementary-Decision-Tree-25-26.pdf	LaShawn Tukes	8/20/2025
9997_08022025_Applying-the-Science-of-Reading-in-BCPS-Part-3_7_7_25.pdf	LaShawn Tukes	8/20/2025
9997_08022025_2526_SIP-K12-CERP-Literacy-Leadership-Contact-Information.pdf	LaShawn Tukes	8/20/2025
CERP-Agend_Reading-Plan_2025_2026.pdf	LaShawn Tukes	8/25/2025

Resources

• Broward K12 Comprehensive Reading Plan
• World-Class Instructional Design and Assessment for ELL
• Can Do Descriptors for ELL
• SWD Support Resources
• Framework For ELL Achievement ESSA (V2)

Professional Learning Communities (PLC)

PLC Meeting Schedule PLC Name Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Grade   Dolphin Bay PLC 25-26 Plan Tuesday 2nd, 4th 8/12/2025 - 5/15/2026 2:15 PM - 3:00 PM Pre K, KG, 1, 2, 3, 4, 5

Response to Intervention (MTSS/RtI) Plan

 

File Name	File Uploaded By	Upload Date
Dolphin-Bay-Response-Summary-MTSS.pdf	Kaylynn Wingfield	5/7/2025
Dolphin-Bay-SAM-Report.pdf	Kaylynn Wingfield	5/7/2025
Spring_25_Broward_Dolphin-Bay-Elementary-School_SAM_Dashboard.pdf	Lauren Kirik	4/1/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Wednesday 1st, 2nd, 3rd 8/13/2025 - 6/3/2026 8:00 AM - 1:50 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
DBE-SPBP-25-26.pdf	Janet Soto	4/25/2025
5-SPBP-Feedback-Form-2025-2026--Dolphin-Bay-Elementary.pdf	Latrice Austin	5/19/2025

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
9997_08022025_Word-Version-SIP-Attendance-Plan-25-26.pdf	LaShawn Tukes	9/5/2025

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
School-Counseling-Plan-25_26.pdf	LaShawn Tukes	9/5/2025
LSW-Action-Plan-2025.pdf	LaShawn Tukes	9/8/2025

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
BPIE-2025--2026.pdf	Kaylynn Wingfield	6/3/2025
DBE-BPIE-25-26.pdf	Kaylynn Wingfield	6/3/2025

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date DBEMayDocumentsSAF.pdf May SAF Agenda, Attendance, Minutes 5/27/2026 DBEMaySignInMinutesAgendaSAC.pdf May SAC Agenda, Attendance, Minutes 5/27/2026 DBEAprilSAFdocuments.pdf April SAF ByLaws 5/15/2026 AprilDolphinBaySACdocuments.pdf April SAC Agenda, Attendance, Minutes 5/15/2026 SAF-March-Agenda-Sign-In-Minutes.pdf March SAF Agenda, Attendance, Minutes 4/9/2026 SAC-March-Agenda-Sign-In-Minutes.pdf March SAC Agenda, Attendance, Minutes 4/9/2026 February-SAF-Documents.pdf February SAF Agenda, Attendance, Minutes 2/18/2026 February-SAC-Documents.pdf February SAC Agenda, Attendance, Minutes 2/18/2026 SAC-January-Documents.pdf January SAC Agenda, Attendance, Minutes 2/18/2026 SAF-January-Documents.pdf January SAF Agenda, Attendance, Minutes 2/18/2026 DolphinBay-A+Packet-_2526.pdf January A+ Funds 2/17/2026 Dolphin-Bay-ES-SAC-Composition-2025-2026.pdf November SAC Composition 11/20/2025 DBEOctoberSACSAFSignIn.pdf October SAF Agenda, Attendance, Minutes 11/14/2025 DBEOctoberSACSAFSignIn.pdf October SAC Agenda, Attendance, Minutes 11/14/2025 DBENovemberSAFSignInAgendaMinutes.pdf November SAF Agenda, Attendance, Minutes 11/14/2025 DBENovemberSACSignInAgendaMinutes.pdf November SAC Agenda, Attendance, Minutes 11/14/2025 SAF-Minutes-for-October.pdf October SAF Agenda, Attendance, Minutes 10/12/2025 SAC-Minutes-for-October.pdf October SAC Agenda, Attendance, Minutes 10/12/2025 September-SAF-Minutes.pdf January SAF Agenda, Attendance, Minutes 10/1/2025 September-SAC-Minutes.pdf September SAC Agenda, Attendance, Minutes 10/1/2025 3751-10062025_October-SAC-Flyer.Agenda.10.06.2025.pdf October SAC Agenda, Attendance, Minutes 9/23/2025 SAF-Minutes-for-September.pdf September SAF Agenda, Attendance, Minutes 9/17/2025 School-Advisory-Forum-Meetings.pdf August SAF Meeting Dates 9/17/2025 School-Advisory-Council-Meetings.pdf August SAC Meeting Dates 9/17/2025 SAC-SAF-September-2025-Sign-In-Sheets.pdf September SAC Agenda, Attendance, Minutes 9/17/2025 3751-09152025_September-SAC-Flyer.Agenda.09.15.2025.pdf September SAC Agenda, Attendance, Minutes 9/17/2025 SAF-Minutes-for-September.pdf September SAF Agenda, Attendance, Minutes 9/17/2025 SAC-Minutes-for-September.pdf September SAC Agenda, Attendance, Minutes 9/17/2025 SAC-By-Laws-2025.2026.pdf August SAC ByLaws 9/4/2025 School-Advisory-Council.School-Advisory-Forum-Meetigs.pdf August SAF Meeting Dates 9/3/2025 School-Advisory-Council.School-Advisory-Forum-Meetigs.pdf August SAC Meeting Dates 9/3/2025 SAF-Minutes-for-August-2025.pdf January SAF Agenda, Attendance, Minutes 9/2/2025 3751_08272025_August-SAC-Flyer.Agenda.08.22.2025.pdf August SAC Agenda, Attendance, Minutes 8/27/2025 SAC-Minutes-_-August-25_2025.pdf August SAC Agenda, Attendance, Minutes 8/27/2025 SAF-By-Laws-2025_2026.pdf August SAF ByLaws 8/26/2025 SAC-SAF-August-2025-Sign-In-Sheets.pdf August SAC/SAF Agenda, Attendance, Minutes 8/26/2025

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
2025-Student-Customer-Survey.pdf	Sandra L Nelson	5/20/2025
2025-Staff-Customer-Survey.pdf	Sandra L Nelson	5/20/2025
2025-Parent-Customer-Survey.pdf	Sandra L Nelson	5/20/2025

Family and Community Engagement (FACE) Plan

 

File Name	File Uploaded By	Upload Date
Face-Space-Location.Updated-Location.2025.pdf	LaShawn Tukes	9/4/2025
Face-Space.Oct.30.2025.pdf	LaShawn Tukes	10/30/2025

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