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

Executive Summary

 

No files have been uploaded.

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Dolphin-Bay-Budget.pdf	Kaylynn Wingfield	5/13/2026

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: Lowest Quartile Students

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 57% of the lowest quartile students in grades 3-5 will make a learning gain on the English Language Arts Assessment on the Florida Assessment of Student Thinking (FAST).	PLCs will be held bi-monthly where they will be 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.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 Lowest Quartile students and ESE students based on Spring 2026 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as Lowest Quartile and 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: Students With Disabilities (SWD)

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, the Students with Disabilities subgroup, will make a 2 percentage point increase in learning gains from 33% to 35% on the English Language Arts Florida Standards Assessment.	At Dolphin Bay we will utilize 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. This will occur bi-monthly.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 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 monitor progress. 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 Teachers will use their most recent unit assessment 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 student needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their current data from Tier 1 instruction for additional input. Person(s) Responsible Classroom Teachers, Support Staff, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/22/2027
Mid-Year Reflection

Area of Focus: 3rd-5th ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 3-5 student proficiency will increase by 2 percentage points from 72% to 74% on the English Language Arts Assessment.	At Dolphin Bay we will use PLCs bi-monthly to focus on data analysis on either i-Ready, FAST Progress Monitoring (PMs) and Benchmark Advance assessments. We will use the data to monitor progress towards standards and develop plans for small group instruction for remediation or enrichment.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 2026 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: K-2 ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, K-2 student proficiency will increase by 2 percentage points from 71% to 73% on Progress Monitoring 3 (PM3) with STAR Assessments.			Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 with the approved curriculum, Benchmark Advance. Person(s) Responsible Classroom Teachers, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers. 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
DBE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-the-SOR-Part-1-81226.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-2_81126.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-3-81126.pdf	Kaylynn Wingfield	8/31/2026

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 Elementary 2026 - 2027 PLC Schedule Tuesday 1st, 3rd 8/25/2026 - 7/18/2026 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
DolphinBayResponseSummary.pdf	Kaylynn Wingfield	5/13/2026
DolphinBaySAMReport.pdf	Kaylynn Wingfield	5/13/2026
25-26_Broward_Dolphin-Bay-Elementary-School_SAM_Dashboard.pdf	Melissa Hallett	8/4/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Wednesday 1st, 2nd 10/1/2026 - 5/10/2027 8:10 AM - 1:10 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
SPBP-Template-2026-27-Dr.Tukes.Dolphin.pdf	LaShawn Tukes	4/20/2026
Dolphin-Bay-ES_26-27-SPBP-Feedback-Form.pdf	Donna Lindsay	5/30/2026

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
0621_07272026_Word-Version-SIP-Attendance-Plan-26-27.pdf	LaShawn Tukes	7/30/2026

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
26-27_Annual_School_Counseling_Plan.pdf	LaShawn Tukes	8/3/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
26-27-Dolphin-Bay-BPIE.pdf	Kaylynn Wingfield	5/21/2026

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date DBE-SAF-Meeting-Dates.pdf August SAF Meeting Dates 8/31/2026 DBE-SAC-Meeting-Dates.pdf August SAC Meeting Dates 8/31/2026

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
2026-Student-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Staff-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Parent-Customer-Survey.csv	Sandra L Nelson	5/18/2026

Family and Community Engagement (FACE) Plan

 

No files have been uploaded.

Go back to Select a Different School

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

Executive Summary

 

No files have been uploaded.

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Dolphin-Bay-Budget.pdf	Kaylynn Wingfield	5/13/2026

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: Lowest Quartile Students

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 57% of the lowest quartile students in grades 3-5 will make a learning gain on the English Language Arts Assessment on the Florida Assessment of Student Thinking (FAST).	PLCs will be held bi-monthly where they will be 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.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 Lowest Quartile students and ESE students based on Spring 2026 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as Lowest Quartile and 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: Students With Disabilities (SWD)

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, the Students with Disabilities subgroup, will make a 2 percentage point increase in learning gains from 33% to 35% on the English Language Arts Florida Standards Assessment.	At Dolphin Bay we will utilize 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. This will occur bi-monthly.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 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 monitor progress. 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 Teachers will use their most recent unit assessment 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 student needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their current data from Tier 1 instruction for additional input. Person(s) Responsible Classroom Teachers, Support Staff, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/22/2027
Mid-Year Reflection

Area of Focus: 3rd-5th ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 3-5 student proficiency will increase by 2 percentage points from 72% to 74% on the English Language Arts Assessment.	At Dolphin Bay we will use PLCs bi-monthly to focus on data analysis on either i-Ready, FAST Progress Monitoring (PMs) and Benchmark Advance assessments. We will use the data to monitor progress towards standards and develop plans for small group instruction for remediation or enrichment.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 2026 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: K-2 ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, K-2 student proficiency will increase by 2 percentage points from 71% to 73% on Progress Monitoring 3 (PM3) with STAR Assessments.			Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 with the approved curriculum, Benchmark Advance. Person(s) Responsible Classroom Teachers, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers. 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
DBE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-the-SOR-Part-1-81226.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-2_81126.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-3-81126.pdf	Kaylynn Wingfield	8/31/2026

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 Elementary 2026 - 2027 PLC Schedule Tuesday 1st, 3rd 8/25/2026 - 7/18/2026 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
DolphinBayResponseSummary.pdf	Kaylynn Wingfield	5/13/2026
DolphinBaySAMReport.pdf	Kaylynn Wingfield	5/13/2026
25-26_Broward_Dolphin-Bay-Elementary-School_SAM_Dashboard.pdf	Melissa Hallett	8/4/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Wednesday 1st, 2nd 10/1/2026 - 5/10/2027 8:10 AM - 1:10 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
SPBP-Template-2026-27-Dr.Tukes.Dolphin.pdf	LaShawn Tukes	4/20/2026
Dolphin-Bay-ES_26-27-SPBP-Feedback-Form.pdf	Donna Lindsay	5/30/2026

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
0621_07272026_Word-Version-SIP-Attendance-Plan-26-27.pdf	LaShawn Tukes	7/30/2026

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
26-27_Annual_School_Counseling_Plan.pdf	LaShawn Tukes	8/3/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
26-27-Dolphin-Bay-BPIE.pdf	Kaylynn Wingfield	5/21/2026

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date DBE-SAF-Meeting-Dates.pdf August SAF Meeting Dates 8/31/2026 DBE-SAC-Meeting-Dates.pdf August SAC Meeting Dates 8/31/2026

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
2026-Student-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Staff-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Parent-Customer-Survey.csv	Sandra L Nelson	5/18/2026

Family and Community Engagement (FACE) Plan

 

No files have been uploaded.

Go back to Select a Different School

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

Executive Summary

 

No files have been uploaded.

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Dolphin-Bay-Budget.pdf	Kaylynn Wingfield	5/13/2026

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: Lowest Quartile Students

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 57% of the lowest quartile students in grades 3-5 will make a learning gain on the English Language Arts Assessment on the Florida Assessment of Student Thinking (FAST).	PLCs will be held bi-monthly where they will be 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.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 Lowest Quartile students and ESE students based on Spring 2026 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as Lowest Quartile and 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: Students With Disabilities (SWD)

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, the Students with Disabilities subgroup, will make a 2 percentage point increase in learning gains from 33% to 35% on the English Language Arts Florida Standards Assessment.	At Dolphin Bay we will utilize 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. This will occur bi-monthly.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 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 monitor progress. 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 Teachers will use their most recent unit assessment 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 student needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their current data from Tier 1 instruction for additional input. Person(s) Responsible Classroom Teachers, Support Staff, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/22/2027
Mid-Year Reflection

Area of Focus: 3rd-5th ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 3-5 student proficiency will increase by 2 percentage points from 72% to 74% on the English Language Arts Assessment.	At Dolphin Bay we will use PLCs bi-monthly to focus on data analysis on either i-Ready, FAST Progress Monitoring (PMs) and Benchmark Advance assessments. We will use the data to monitor progress towards standards and develop plans for small group instruction for remediation or enrichment.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 2026 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: K-2 ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, K-2 student proficiency will increase by 2 percentage points from 71% to 73% on Progress Monitoring 3 (PM3) with STAR Assessments.			Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 with the approved curriculum, Benchmark Advance. Person(s) Responsible Classroom Teachers, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers. 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
DBE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-the-SOR-Part-1-81226.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-2_81126.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-3-81126.pdf	Kaylynn Wingfield	8/31/2026

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 Elementary 2026 - 2027 PLC Schedule Tuesday 1st, 3rd 8/25/2026 - 7/18/2026 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
DolphinBayResponseSummary.pdf	Kaylynn Wingfield	5/13/2026
DolphinBaySAMReport.pdf	Kaylynn Wingfield	5/13/2026
25-26_Broward_Dolphin-Bay-Elementary-School_SAM_Dashboard.pdf	Melissa Hallett	8/4/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Wednesday 1st, 2nd 10/1/2026 - 5/10/2027 8:10 AM - 1:10 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
SPBP-Template-2026-27-Dr.Tukes.Dolphin.pdf	LaShawn Tukes	4/20/2026
Dolphin-Bay-ES_26-27-SPBP-Feedback-Form.pdf	Donna Lindsay	5/30/2026

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
0621_07272026_Word-Version-SIP-Attendance-Plan-26-27.pdf	LaShawn Tukes	7/30/2026

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
26-27_Annual_School_Counseling_Plan.pdf	LaShawn Tukes	8/3/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
26-27-Dolphin-Bay-BPIE.pdf	Kaylynn Wingfield	5/21/2026

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date DBE-SAF-Meeting-Dates.pdf August SAF Meeting Dates 8/31/2026 DBE-SAC-Meeting-Dates.pdf August SAC Meeting Dates 8/31/2026

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
2026-Student-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Staff-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Parent-Customer-Survey.csv	Sandra L Nelson	5/18/2026

Family and Community Engagement (FACE) Plan

 

No files have been uploaded.

Go back to Select a Different School

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

Executive Summary

 

No files have been uploaded.

School Budget Signature Page

 

File Name	File Uploaded By	Upload Date
Dolphin-Bay-Budget.pdf	Kaylynn Wingfield	5/13/2026

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: Lowest Quartile Students

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 57% of the lowest quartile students in grades 3-5 will make a learning gain on the English Language Arts Assessment on the Florida Assessment of Student Thinking (FAST).	PLCs will be held bi-monthly where they will be 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.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 Lowest Quartile students and ESE students based on Spring 2026 FAST PM3 data. Support teachers will implement intensive reading remediation with students identified as Lowest Quartile and 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: Students With Disabilities (SWD)

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, the Students with Disabilities subgroup, will make a 2 percentage point increase in learning gains from 33% to 35% on the English Language Arts Florida Standards Assessment.	At Dolphin Bay we will utilize 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. This will occur bi-monthly.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 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 monitor progress. 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 2 Teachers will use their most recent unit assessment 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 student needs. In addition, teachers will also participate in data chats regularly with the principal and support staff where they will discuss their current data from Tier 1 instruction for additional input. Person(s) Responsible Classroom Teachers, Support Staff, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/22/2027
Mid-Year Reflection

Area of Focus: 3rd-5th ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, 3-5 student proficiency will increase by 2 percentage points from 72% to 74% on the English Language Arts Assessment.	At Dolphin Bay we will use PLCs bi-monthly to focus on data analysis on either i-Ready, FAST Progress Monitoring (PMs) and Benchmark Advance assessments. We will use the data to monitor progress towards standards and develop plans for small group instruction for remediation or enrichment.		Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 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 2026 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

Area of Focus: K-2 ELA

Measurable Outcome (SMART Goal)	Professional Development	Budget	Monitoring	Results (End of Year)
By June 2027, K-2 student proficiency will increase by 2 percentage points from 71% to 73% on Progress Monitoring 3 (PM3) with STAR Assessments.			Progress will be tracked using FAST Progress Monitoring for the 2026-2027 school year. We will compare data from the Spring 2026 PM3 assessment to the Spring 2027 PM3 assessment. We will use Fall 2026 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 with the approved curriculum, Benchmark Advance. Person(s) Responsible Classroom Teachers, School Administration, Literacy Coach Deadline 5/28/2027 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, School Administration, Literacy Coach Deadline 5/28/2027 Evidence-based Intervention/Strategy 3 Support staff will provide additional instruction for our most struggling readers. 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, School Administration, Literacy Coach Deadline 5/28/2027
Mid-Year Reflection

K-12 Comprehensive Reading Plan

 

File Name	File Uploaded By	Upload Date
DBE-SIP-CERP-Literacy-Leadership-Team-Contact-Information-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE_SIP_CERP_-School-Based-Reading--Plan-26-27.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-the-SOR-Part-1-81226.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-2_81126.pdf	Kaylynn Wingfield	8/31/2026
DBE-Applying-SOR-Part-3-81126.pdf	Kaylynn Wingfield	8/31/2026

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 Elementary 2026 - 2027 PLC Schedule Tuesday 1st, 3rd 8/25/2026 - 7/18/2026 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
DolphinBayResponseSummary.pdf	Kaylynn Wingfield	5/13/2026
DolphinBaySAMReport.pdf	Kaylynn Wingfield	5/13/2026
25-26_Broward_Dolphin-Bay-Elementary-School_SAM_Dashboard.pdf	Melissa Hallett	8/4/2026

RtI Team Meeting Schedule Day(s) of Week Week(s) of Month Start/End Dates Start/End Times Wednesday 1st, 2nd 10/1/2026 - 5/10/2027 8:10 AM - 1:10 PM

Social Emotional Learning (SEL) Plan

 

No files have been uploaded.

School-wide Positive Behavior Plan (SPBP)

 

File Name	File Uploaded By	Upload Date
SPBP-Template-2026-27-Dr.Tukes.Dolphin.pdf	LaShawn Tukes	4/20/2026
Dolphin-Bay-ES_26-27-SPBP-Feedback-Form.pdf	Donna Lindsay	5/30/2026

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
0621_07272026_Word-Version-SIP-Attendance-Plan-26-27.pdf	LaShawn Tukes	7/30/2026

School Counseling Plan

 

File Name	File Uploaded By	Upload Date
26-27_Annual_School_Counseling_Plan.pdf	LaShawn Tukes	8/3/2026

Equity Plan

 

No files have been uploaded.

Best Practices in Inclusive Education (BPIE)

 

File Name	File Uploaded By	Upload Date
26-27-Dolphin-Bay-BPIE.pdf	Kaylynn Wingfield	5/21/2026

SAC Documentation

SAC Upload Center File Name Meeting Month Document Type Uploaded Date DBE-SAF-Meeting-Dates.pdf August SAF Meeting Dates 8/31/2026 DBE-SAC-Meeting-Dates.pdf August SAC Meeting Dates 8/31/2026

Cognia eProve Survey Results

 

File Name	File Uploaded By	Upload Date
2026-Student-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Staff-Customer-Survey.csv	Sandra L Nelson	5/18/2026
2026-Parent-Customer-Survey.csv	Sandra L Nelson	5/18/2026

Family and Community Engagement (FACE) Plan

 

No files have been uploaded.

Go back to Select a Different School