Inclusion Policy

Inclusion Philosophy

Jackson County High School is committed to providing equal opportunities, ensuring that all students are included within a rigorous educational framework. The school aims to offer appropriate levels of support and intervention, enabling each student to achieve their highest academic potential. JCHS  works to provide every student with a free appropriate public education that meets each student’s unique educational needs in the least restrictive and most inclusive environment possible. The vision and mission of our county special education department includes having students placed in the most rigorous academic setting possible based upon services as outlined in the student’s Individual Education Plan (IEP). Students within the special education program are allowed all of the accommodations and support that the student’s disability requires.

The International Baccalaureate (IB) organization underscores the importance of fairness in examination conditions. Should standard testing situations place students at a disadvantage or impede their ability to effectively demonstrate their skills and knowledge, schools may request suitable modifications for individual exam access. Students may qualify for testing accommodations based on various individual needs. These may include, but are not limited to, learning disabilities, specific learning challenges, communication barriers, autism spectrum disorders, social or emotional challenges, and sensory, medical, or mental health issues.

JCHS Accommodations

Students with special assessment needs fall into different categories based on local, state, and national regulations.  A candidate can be served in categories such as  IEP (Individualized Education Program), 504, IHP (Individualized Healthcare Plan), ESOL (English Speakers of Other Languages). Jackson County is in compliance with all federal and state guidelines to provide equal access to a free appropriate public education (FAPE) under Section 504 of the 1973 Rehabilitation Act, to all individuals with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA), and Americans with Disabilities Act.

Students served with an IEP

Each year, IEP case managers will identify students with Individualized Education Program (IEP) to their IB teachers.  All IB teachers will confirm they have access to their student’s IEP via paper signature. They will confirm that they have read the IEP and are aware of all accommodations they should follow. The candidate’s IB teachers will attend IEP meetings, and the IB coordinator is available to serve on IEP teams as well. Testing accommodations will be consistent with those provided within regular classroom testing and other standardized testing situations as stipulated in the IEP. 

Students served with an IAP (504)

Each year, the 504 coordinator will identify students with  504 plans to their IB teachers.  All IB teachers will confirm they have access to their student’s 504 plan via paper signature. They will confirm that they have read the 504 plan and are aware of all accommodations they should follow. The candidate’s IB teachers will attend 504 meetings, and the IB coordinator is available to serve on 504 teams as well. Testing accommodations will be consistent with those provided within regular classroom testing and other standardized testing situations as stipulated in the 504 plan. 

Students served with an IHP

Each year, IB teachers will identify students with Individualized Health Plans (IHP) plans that affect classroom testing accommodations. All IB teachers will confirm they have access to their student’s Individualized Health Plan (IHP). They will confirm that they have read the IHP and are aware of all accommodations they should follow.  In the event that a medical condition documented by an IHP requires missing school, teachers will modify assignments as necessary to be completed at home or may give extensions on work. Testing accommodations will be consistent with those provided within regular classroom testing and other standardized testing situations as stipulated in the IHP plan. 

Students served under ESOL

Each year, the EL coordinator will flag students who qualify for EL services in Infinite Campus. The EL coordinator will provide newcomers with screener testing, and each EL student will take the WIDA ACCESS test annually in January to determine eligibility for services. The EL coordinator will meet with the EL candidates twice per year to develop, implement, and monitor their learning plans.  

IB teachers will attend professional learning provided by the EL coordinator. IB teachers will identify students with EL status in Infinite Campus. All IB teachers will confirm they have access to their student’s EL plan. They will confirm that they have read the EL plan and are aware of all accommodations they should follow. Testing accommodations will be consistent with those provided within regular classroom testing and other standardized testing situations as stipulated in the EL plan. A Language Line can be used to best communicate via telephone with parents whose preferred language of communication is not English.

IB Exam Accommodations

Students who receive classroom and testing accommodations should request accommodations when they register for IB exams each year.  The IB Coordinator will review the testing roster with IB teachers and the special education coordinator to ensure all eligible students receive appropriate accommodations during IB exams. The IB coordinator will then send a request for testing accommodations to IB with supporting evidence in order to acquire the appropriate accommodations for exams.

In most cases, the IB will honor exam accommodation requests if the school provides documentation of (1) a medical or psychological evaluation as well as (2) an educational plan in place at the school-level. Families should work with their student's case manager to ensure that these documents are filed and up-to-date.

Last Updated: October 25, 2023 (IB Faculty Meeting)