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.
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.
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.
Parents and guardians are members of their student's IEP team. Parents participate in annual IEP meetings to review progress, update goals, and advocate for appropriate services and supports.
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.
Parents and guardians work with the school to ensure their students receive accommodations that help them access the general education curriculum. Parents help monitor how well accommodations are being implemented and communicate with school staff if adjustments are needed.
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.
Parents and guardians provide crucial information about their students' health conditions and medical needs to the school nurse or health team. They collaborate with health professionals and school staff to develop the IHP and communicate any changes in their students' health conditions.
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.
Parents help bridge cultural and linguistic gaps between the school and their child. They provide insight into their child’s language background and learning experiences. They are involved in reviewing and discussing the child’s progress in language acquisition and can provide feedback on the types of supports their child may benefit from.
Students who receive classroom and testing accommodations should request accommodations when they register for IB exams each year. Parents and guardians should oversee exam registration to ensure students request accomodations. 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. Parents and guardians should work with their student's case manager to ensure that these documents are filed and up-to-date.
Last Reviewed: July 5, 2025 (IB Faculty Meeting)