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Ridgeview High School IB Inclusion Policy.docx
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Ridgeview High School IB Inclusion Policy

Our inclusion philosophy

At Ridgeview High School we believe that the promotion of inclusivity and the value of diversity are necessary contributions to the greater good of our community and the world. Valuing diversity illustrates understanding, acceptance, and respect for the individual and the recognition that each individual is unique. Inclusive teaching and learning is designed to be inclusive of, and accessible to all students at RHS. Ridgeview High School promotes an inclusive culture where all individuals are welcomed and accepted for who they are including learning needs, individual identity or cultural background. RHS staff promote such an environment by consistently modeling acceptance of differences, embracing individual strengths, and showing integrity and honesty in the face of challenges. We believe that diversity will enhance the learning community as a whole. We provide equal opportunities for all students to be successful.

The IB defines inclusion as ‘an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers’ (IB Meeting students learning diversity in the classroom p.2).

School structures and processes for legal compliance

Teachers: adhere to and follow the Individual Education Plan and/or 504 Medical Plan of each student. The plans are available through the counseling department for teachers to sign indicating their knowledge of, and adherence to the plans. Annual meetings are mandated and teachers will submit their input on the current level of achievement for students so that the Exceptional Student Education specialists can determine if new accommodations need to be in place, or to modify existing accommodations. All teachers differentiate and scaffold instruction to accommodate the unique needs of each student. In addition, RHS adheres to the Individual Education Plan and 504 Medical needs of all students to ensure success.

School Leadership: Establishes and creates policies for a safe school environment where all members of the school community feel included, safe, secure, respected, and trusted. A subsection of the teacher evaluation process indicates the teacher’s adherence to the IEP and 504 plans of students to ensure that all necessary accommodations and plans are reviewed and followed by the teacher for each student who has an IEP or 504 in place. These legal plans are documented by the school as are the legal renewal and review meetings with the student, parents/guardians, counselor, IEP staffing specialist, and all teachers. School leadership models effective behavior that illustrates inclusivity and the appreciation of diversity.

School District: The special education office of the district of Clay county schools will assist in the provision of any assistive technological or other such equipment and or ancillary materials to meet the need of the student. There are no fees for students to participate in, or partake in examinations for the IB DP, Dual Enrollment, or AP. There are also no fees associated with the distribution of technological or other materials that will assist students as they learn.

Documentation
Students with special education needs, Exceptional Student Education, will have an Individual Education Plan that is developed by their IEP team and reviewed annually. Each student is assigned an ESE contact teacher that will check and monitor their progress. This contact teacher will also serve as the primary point of contact for parents and other teachers who have concerns or questions regarding the IEP. The contact teacher will also be responsible for ensuring the accommodations and modifications on the student’s IEP are followed.

A 504 Accommodation Plan is for students that have a diagnosed medical condition limiting their ability to be successful in school without accommodations. The 504 plan is monitored by a licensed school counselor and the plan is developed and reviewed by an interdisciplinary team of counselors, ESE contact teachers, and regular education teachers. Each of the student’s teachers are responsible for ensuring the accommodations and modifications on the student’s 504 plan is met. The IB Diploma Program Coordinator will submit any required paperwork that requests accommodations for assessments according to the protocols established by the IB and communicate such requests with the student and parents/guardians.

The Inclusion policy rights and responsibilities of all members

Teachers collaborate and plan inclusive and accessible lessons for all students. Teachers will work alongside ESE staffing specialists, parents, counselors, and students to develop the most successful plan for every student. Specific strategies to ensure access and success to the curriculum may include, but are exclusive to:

Parents will meet with the teachers, counselors, and necessary special education support staff by attending IEP and/or 504 meetings. Parents will bring the required medical documentation to 504 meetings to ensure that students are being serviced appropriately. Parents will work with teachers to reinforce learning at home.

Students will work in conjunction with teachers and staff to meet the goals of their IEP, and utilize the learner profile attributes to achieve success. Advocate on their own behalf in instances where the accommodations may need to be adjusted.

School Administration will work to ensure that all teachers, support staff, and students are working collaboratively to meet the needs of each student. Administration will make certain that all teachers have signed and understood the IEP and/or 504 plans and are executing the accommodations according to each plan.

IB Diploma Program Coordinator will support collaboration between Special Education and General Education teachers. The coordinator will invite the Special Education contact teacher(s) to professional development and IB specific meetings to ensure a collaborative and professional relationship.

Policy created on Feb. 2022, revised March 21, 2022. To be reviewed and updated in August, 2023. This is an ongoing review and the policy set forth will remain for the current and next academic school year after which time it will be reviewed.