News Article

1/27/2019

SPDG Recognizes Six Exemplary ACCESS Districts

The Tennessee Department of Education, Division of Special Populations has selected six school systems to be named as Exemplary ACCESS Districts. The designation is for intensive work and exceptional dedication to the goals of the State Personnel Development Grant* over the past two years. Data on training participation, dedication to the grant design, improvements in teaching methods for both strand 1 and strand 2, improvements in IEP quality, improvements in reading screener scores, and efforts to expand the training system-wide were used to designate a school system as an Exemplary ACCESS district.

In alphabetical order, the six districts are:

  • Clarksville-Montgomery County Schools
  • Clinton City Schools
  • Hawkins County Schools
  • McMinn County Schools
  • Metro Nashville Public Schools
  • Murfreesboro City Schools

The Division of Special Populations will honor these districts during two sessions at the Partners in Education (PIE) Conference, January 2019. Honorees will be recognized once during the lunch session on Tuesday, January 29th and again during the SPDG 1.0 invite-only session on the afternoon of Wednesday, January 30th.

This work has given the Division of Special Populations the opportunity to partner with all SPDG districts to impact each student in every facet of their education in the least restrictive setting. These districts’ dedication to educators and students has, and will continue to, positively affect all students for many years to come. Our thanks goes out to each of these districts for stepping out as district leaders and for their dedication to continued success by creating positive, motivating, empowering learning environments throughout their district.

*The Tennessee State Department of Education, Division of Special Populations, was awarded the State Personnel Development Grant (SPDG) to improve outcomes for students with disabilities. This grant, aligned with the State Systemic Improvement Plan, allowed us to create a model that included training for general education teachers, special education teachers, and administrators on improving classroom climate, reaching all students through a differentiated design for learning, assessing students effectively in order to maximize the instructional impact, and promoting general and special education collaboration. Districts received, and redelivered, intensive training across two school years, with expansion beginning in year three.

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