Dalton Public Schools conducted its Insight to Impact academic review to examine districtwide performance data and evaluate how instructional commitments are translating into measurable student outcomes. District leaders and school administrators presented data aligned to the district’s core commitments and outlined successes, areas for growth, and strategic responses across elementary, middle, and high school levels.
Superintendent Dr. Steven Craft opened the session by emphasizing that Dalton Public Schools’ five district commitments—safety and security, culture, standards-based Tier I instruction, literacy, and customer service—serve as the framework for instructional decision-making. These commitments are used as an analytical lens to interpret data and guide continuous improvement efforts. Recent CCRPI results, including newly released 2025 comparison data, demonstrate academic gains that reflect intentional instructional practices and collective efforts across the district.
Elementary School Performance Academic Successes
Elementary school performance data, presented by Brandi Moore, Associate Superintendent for Academics, and Leslie Terry, District Coordinator of Data and Assessment, reflected results from the College and Career Ready Performance Index (CCRPI), Georgia’s annual accountability measure for assessing student readiness for the next educational level. Elementary schools earned a Content Mastery score of 62.8, reflecting a 0.2-point decrease attributed primarily to the transition to new English Language Arts standards, while gains in mathematics limited the overall decline. The Progress score increased to 88.8, exceeding the state average and demonstrating strong year-to-year student growth, including progress toward English language proficiency for multilingual learners. The Closing Gaps score was 74.0, though year-to-year comparisons were not applicable due to changes in component calculations. Elementary schools also earned a Readiness score of 85.3, representing a 1.1-point increase and exceeding the state average, indicating continued improvement in student engagement and preparation for the next instructional level.
Literacy initiatives, particularly Dalton Reads, were highlighted as a significant districtwide success. Through partnerships with community organizations and local businesses, more than 1,000 books have been distributed to students and families. Literacy supports were extended through school events, athletic events, enrollment activities, and incentive programs designed to promote independent reading.
Lexile data showed positive trends, with two of three tested grade levels increasing the percentage of students reading at or above grade level. District leaders noted that while English Language Arts achievement declined during the transition to Georgia’s new ELA standards, Lexile growth indicates increasing reading rigor and comprehension.
Multilingual learners demonstrated notable progress toward English language proficiency during the current year. On the annual ACCESS assessment, these students exceeded the state target by 0.45 points, earning a total score of 90.45 on the CCRPI. Approximately 25% of the district’s student population is identified as multilingual learners—students whose second language is English—making this progress a meaningful indicator of the effectiveness of instructional practices and targeted language supports.
Attendance was also identified as an area of improvement, with elementary CCRPI attendance scores increasing by more than four points. The district attributed this progress to targeted attendance interventions and look forward to more improvement in this area due the work of the district attendance improvement specialist, Michelle Long.
Elementary schools earned multiple state-level recognitions for academic achievement during the reporting period. All elementary schools received the John Hancock Award, which recognizes student proficiency in cursive writing. In addition, Roan Street Elementary earned the Fifth Grade Gateway Growth Award for Mathematics, while Brookwood Elementary, City Park School, and Roan Street Elementary were recognized as Literacy Leader Schools by the state. Additional details regarding school-specific awards were shared during individual principal presentations.
Areas for Growth
Elementary leaders identified several instructional priorities requiring continued focus. Science and social studies were noted as ongoing areas for improvement, prompting the formation of curriculum teams to strengthen Tier I instruction and align resources with Georgia standards.
Implementation of Georgia’s new ELA standards remains a key area of focus. District leaders explained that declines in ELA achievement were largely attributed to the misalignment between newly adopted standards and assessments during the transition year. Teachers are now in the second year of implementation, with redesigned Georgia Milestones assessments expected to provide a more accurate measure of student performance.
Achievement gaps for multilingual learners persist, highlighting the need for continued instructional support and professional learning. Additionally, leaders reported an increase in student social-emotional needs, especially in early grades, impacting classroom instruction and student behavior.
Response to Data
In response to elementary data, the district is prioritizing standards-first instruction in all content areas. Curriculum teams composed of teachers from each school are collaborating to unpack standards, curate instructional resources, and develop assessments.
The district has established essential components of Tier I instruction and implemented a unified instructional walkthrough tool across all schools. Principals are also participating in cross-school instructional observations to promote consistency and shared expectations.
Professional learning efforts focus on data literacy, including training on CCRPI components and effective use of assessment platforms such as Mastery Connect, DRC Beacon, Amira and ACCESS. Targeted supports for multilingual learners include professional development for ESOL teachers and structured intervention during designated instructional time.
Secondary School Performance Academic Successes
Middle and high school leaders reported notable gains in mathematics across multiple grade levels and CCRPI components. Eighth-grade mathematics achievement increased by 16.8 percentage points on the Georgia Milestones assessment, while Enhanced Algebra achieved 100% proficiency at the proficient and distinguished levels, reflecting strong instructional alignment and targeted support. Students in grades six through eight also performed above the state average in mathematics. These outcomes resulted in several state recognitions, including the Eighth Grade Mathematics Gateway Growth Award and the High School Mathematics Growth Award for Dalton Junior High School, as well as the Outstanding Achievement Award for Dalton High School. In addition, Elizabeth Cox, a district mathematics leader, serves on the Georgia Mathematics Advisory Council and was invited by the state to present at Let’s Talk Math GA, where she highlighted Dalton Public Schools’ mathematics initiatives and districtwide success.
Secondary schools reported continued progress in literacy and language development. Approximately 60% of secondary students are reading at or above grade level, reflecting improved reading proficiency across middle and high school campuses. In addition, multilingual learners exceeded state targets for progress toward English language proficiency on the annual ACCESS assessment. Middle school multilingual learners demonstrated a 6.40-point increase, while high school multilingual learners showed a 5.74-point increase in progress toward English language proficiency, indicating effective instructional supports and targeted language development strategies.
Secondary schools earned multiple state and federal recognitions across academic areas. Dalton Junior High School, The Dalton Academy, and Hammond Creek Middle School received the John Hancock Award. Mathematics achievements were recognized with the Eighth Grade Mathematics Gateway Growth Award and the High School Mathematics Growth Award for Dalton Junior High School, as well as the Outstanding Achievement Award for Dalton High School. Additionally, The Dalton Academy and Dalton High School were designated AP Honor Schools, with TDA recognized as an AP Challenge School and DHS earning recognition for AP Access and Support and AP STEM. Attendance also improved across secondary schools, with middle schools increasing by nearly eight points and high schools by more than seven points, contributing to additional CSI Progress School and subject-area recognitions.
Areas for Growth
Despite overall progress, secondary leaders identified Tier I instruction as a continued focus area, particularly in literacy and science. Biology and social studies achievement remain below desired benchmarks, prompting additional curriculum development efforts.
Achievement gaps persist for multilingual learners and students with disabilities, especially in content mastery. Leaders emphasized the need to strengthen instructional strategies and ensure equitable access to grade-level standards.
Response to Data
Secondary schools are implementing targeted responses, including expanded curriculum teams, literacy-focused professional learning, and explicit instruction in academic vocabulary and morphology across content areas. Principals are using instructional walkthrough data to guide professional learning and instructional coaching.
The district is continuing to support multilingual learners through ACCESS data reviews, sheltered instruction practices, and professional development in effective instructional strategies. Schools are also refining assessment practices to ensure alignment with standards and instructional goals.
