Policy of Nondiscrimination: Goshen High School Handbook
Goshen Community Schools is committed to equal opportunity and does not discriminate on the basis of age, race, color, religion, gender and orientation, handicapping conditions, or national origin. No person is excluded from participation in, denied the benefits of, or otherwise subject to, unlawful discrimination on such basis under any educational program or student activity. For further information, clarification, or complaint (grievance) procedures, please contact the principal’s or superintendent’s office.
Special Education Policy
Goshen High Schools continues to adhere to state, federal, and IB mandates in making certain that students with Individualized Education Programs receive the services that they should. We are also continually searching for best practice strategies to help our special needs students in all classes.
Many of our students have special academic, physical, or social needs that must be addressed in order for them to be successful. These special needs may include:
- Specific Learning Disabilities
- Emotional Impairments
- Cognitive Impairments
- Speech and Language Impairments
- Visual Impairments
- Hearing Impairments
- Physical Impairments
- Autism Spectrum Disorders
In order for many of our students to be successful, they may need support or services.
Types of support and services offered may include but not be limited to:
- General Education Classes
- Special Education Classes
- English Language Classes (EL)
- High Ability Classes
- Hearing Impaired Program
- Visual Impaired Program
- Occupational Therapy
- Speech and Language Therapy
- School Social Worker
- School Psychologist
- Summer School Classes
- APEX (Online) Classes
- Student Resource Time (SRT)
- Alternative Schools (Merit Learning Center, Goshen Online Academy)
- 504 Plan
- Individualized Education Programs (IEP)
- Individualized Language Plan (ILP)
- Homebound Academic Support
- School Nurse
- Special Needs and English Language Paraprofessionals: Group and 1:1
Interventions/Accommodations may include, but not be limited to:
- Assistive Technology
- Small-Group Instruction
- Differentiation, both for remediation and enrichment
- Extended Time
- Prompting and Cueing
- ENL Support
- Behavioral Modifications
- Alternate Testing Environments
- Accommodated Materials and Assessments
Communication is a critical component in the process of addressing what is necessary in helping a student with an IEP, ILP, or 504 Plan be successful. It is important that students, parents, and teachers all know what a student’s needs are so appropriate measures can be taken to ensure the student’s success. All students with an IEP are assigned to a special education teacher. That teacher then becomes a primary resource in both providing support and coordinating services for the student. In addition, students with IEPs have a case conference at least once a year in order to address their needs, how they may have changed, and to update the plan for support. The student, teachers, special education teachers, counselors, administrators, and parents all attend these meetings so an open dialogue can occur. It possible that nurses, therapists or social works may also attend these conferences.
All students in grades 9 and 10 are considered MYP students and will receive the support they need in order to be successful in those classes.
Students self-select into IB DP classes, assuming they have met the pre-requisites for the class, and it is important to note that all IB students who need support in order to be successful at GHS receive what they need according to the guidelines outlined in this document.
At GHS all students receive the support they need regardless of whether there is formal documentation on file or not.