Goshen High School

We are a School of One with the following core values:

• Relationships matter and are the center of learning
• Inquiry-based academics for all
• Extra-curricular opportunities for all
• Respect and open-mindedness for different ideas and cultures

Somos una escuela de todos y para todos con los siguientes valores fundamentals:

• Las relaciones son importantes y son el núcleo del aprendizaje.
• Las actividades académicas están basadas en la indagación.
• Existen oportunidades extracurriculares para todos.
• Existe el respeto y la mentalidad abierta hacia las diferentes ideas y culturas.

The International Baccalaureate (IB) Diploma Program is a demanding, two-year program of curriculum and service that meets the needs of highly motivated secondary students. The Diploma Program offers a comprehensive and integrated approach to learning that prepares students for rigorous assessments in six subject areas during grades 11 and 12. Students must also complete Creativity, Activity, and Service (CAS), a 4,000-word essay of original research, and a Theory of Knowledge course. The International Baccalaureate Organization (IBO) awards its diploma to students who perform successfully on the six external examinations and fulfill all other requirements of the program at an authorized IB world school. It is recognized as the highest diploma currently offered by any high school in the world.  Students who do not wish to pursue the full diploma may take individual IB courses and receive certificates for successfully completing the IB assessments.

How is the IB program different?

The International Baccalaureate aims to do more than other curricula by developing inquiring, knowledgeable, and caring young people who are motivated to succeed. The IB program is different because:

• it encourages students to think critically
• it encourages students to consider both their local and international environment.

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“I have learned what it is like to work at the level of a college student.  IB courses have further helped me in knowing how to study and work hard in preparation for college-level curriculum and expectations.”                                                                                                                                        –former GHS IB student

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Creating International-Minded Learners

There are ten attributes valued by the IB World Schools that can help people become responsible members of local, national, and global communities. As IB learners, we strive to be:

Diploma Programme Courses at GHS

• Group 1: Literature
• Group 2: Spanish, French, German
• Group 3: History, Psychology
• Group 4: Biology, Physics, Chemistry
• Sports, Exercise and Health Science
• Group 5: Math Studies
• Group 6: Music Theory, Visual Arts
• Theory of Knowledge
• Extended Essay

Individual Courses

Students who do not wish to pursue the full diploma may take individual IB classes and receive certificates for successfully completing the IB assessments.

In education, we are continually studying the ideas of others. It is important, in our speaking and writing, that we acknowledge these ideas and give credit where it is due. It is critical for us to uphold academic ideals and support our students in presenting work that reflects their own efforts and talents. This process requires that students have the opportunity to seek a clear understanding of what they know, explore further knowledge for intellectual growth, and develop the ability to use that knowledge to make authentic contributions to our community. This policy represents our efforts to ensure all parties involved understand our expectations for academic integrity. Our staff will maintain a consistent understanding of expectations and have support and flexibility to address academic integrity concerns. This is a critical component of our mission to provide a high-quality education that develops inquiring, caring, open-minded, and principled students, who demonstrate intercultural understanding and respect for all people. Academic dishonesty is defined as a behavior that results in or may result in, the student or any other student gaining unfair advantages in one or more assessment components. Academic dishonesty includes, but is not limited to:

• Plagiarism: representing the ideas or work of another as one’s own, intentionally or unwittingly, without proper, clear, explicit acknowledgment.
• Collusion: supporting malpractice by another student, for example, allowing work to be copied or helping others cheat. (showing quiz/test answers, inappropriately sharing GoogleDocs, sharing test questions with other students before they have taken the test)
• Duplication of Work: presenting the same work for a different assignment or assessment.

The following are examples of plagiarism, collusion, and cheating:

• Copying another person’s assignment or allowing someone else to copy your assignment.
• Substituting synonyms for another person’s word choices or restating someone else’s ideas in your own words without crediting the source.
• Handing in another person’s work as your own.
• Dividing questions on an individual assignment so that several students answer a portion of the assignment, permitting each other to copy answers. Although group work and cooperative learning are often encouraged, individual assignments must remain the work of the individual student. Always ask your teacher if an assignment may be completed with others. Do not assume it is allowed.
• Copying sentences, phrases, paragraphs, or pages from books, websites, or other sources without providing citations. Writing should be either original or attributed.
• Using intellectual property (pictures, graphs, diagrams, quotes, books, films, music recordings, television, or any other media) without proper citations.
• Taking answers from a classmate’s quiz or test paper, using a crib/cheat sheet, or sharing answers during a testing situation.
• Falsifying data, conclusions, and answers and presenting them as fact.
• Stealing, taking images of assessments.
• Discussing exam questions in any manner with students who have yet to take the exam.

The community at Goshen High School is committed to producing principled students as defined by the IB Learner Profile.

• “Principled: act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They will take responsibility for their own actions and the consequences that accompany them.” ©International Baccalaureate 2014

Expectations of the Student
The student will:

• Strive to emulate and apply the qualities of a learner as depicted in the IB Learner Profile.
• Request clarification, when needed, of expectations for assignments.
• Take pride in their original thoughts and work.
• Utilize appropriate citations and include works cited.
• Refuse to participate in any form of academic dishonesty.
• Accept responsibility and consequences for their actions.

Expectations of the Teacher
The teacher will:

• Strive to emulate and apply the qualities of a learner as depicted in the IB Learner Profile.
• Teach and practice the ATL research category skills under information research and media literacy to develop student understanding of academic honesty practices
• Model appropriate citations for works cited.
• Support student understanding of plagiarism, collusion, duplication of work, fabrication, and cheating.
• Design assignments that do not lend themselves to academic misconduct.
• Provide students with clear expectations for individual assignments.
• Provide students with clear expectations for assignments that allow for collaborative work.
• Provide students with clear guidelines as to the range of permissible resources used on a particular assignment.
• Provide students with ongoing support on the requirements for citing and acknowledging original authorship.
• Provide guidance on the distinction between valid collaboration and unacceptable collusion.
• Advise students on what constitutes intellectual property and authentic authorship.
• Provide students with clear expectations of the possible consequences of unethical conduct.

Expectations of the Administrator
The administrators will:

• Strive to emulate and apply the qualities of a learner as depicted in the IB Learner Profile.
• Consistently and fairly apply penalties for infractions of this policy.
• Provide ongoing support for the school community in understanding and implementing the Academic Integrity Policy.

Expectations of the Parent/Guardian
The parents/guardians will:

• Familiarize themselves with the GHS Academic Integrity Policy.
• Discuss academic integrity and possible consequences with their student.
• Help students know how to avoid academic dishonesty when confronted by peers.
• Communicate with appropriate staff regarding academic integrity questions or concerns.

Consequences for Academic Dishonesty
All academic dishonesty is serious. The consequences for each instance can vary depending on the severity of the case with a tiered system as a guideline to possible consequences. When determining which tier is appropriate, the student’s mitigating and aggravating circumstances will be used to determine the level of negligence and pre-meditation for each instance, with the level of consequences increasing with each applied tier. These are only examples and should be used as a guide as each case will be treated on an individual basis. Repeat offenders’ consequences will automatically be escalated.
Examples for each Tier:

• Tier I – Daily homework, practice assignments, in-class work that is not a test or a quiz, helping others to commit academic dishonesty.
• Tier II – Papers, tests, using notes on a test or quiz unless stated that it is appropriate to do so, plagiarizing another’s words or ideas in a paper, sharing the content or structure of a test or quiz with another student before that student has taken the assessment, helping others to commit academic dishonesty, repeatedly violating Tier I.
• Tier III – Externally moderated/scored assessments such as IB Internal Assessments and written examinations or state standardized tests. Major class assignments, projects, and papers, obtaining a copy of the test prior to the test. Helping others to commit academic malpractice. Participating in large scale (3 or more students) academic dishonesty.

Possible Consequences
Violations to the integrity code will be handled on a case-by-case basis depending on a variety of circumstances. Some of the possible consequences of violations may include, but are not limited to:

• Tier I – Verbal warning, redoing the assignment for partial credit, loss of credit for the assignment
• Tier II – loss of credit for the assignment, assigned course on academic integrity, an additional assignment given
• Tier III – Failure of a course, withdrawn as an IB candidate, notification to an outside agency in the case of IB, AP, or dual credit. Automatic review of the case by the Academic Integrity Panel. Parent/Guardian will be notified by the grade-level principal and may attend the panel hearing.

Appeals process: An Academic Integrity Panel consisting of a group of teachers and an administrator will convene as necessary.

• Tier I: No appeals. The classroom teacher's decision is final.
• Tier II: The student may appeal the decision of the teacher. The Academic Integrity Panel will examine the facts of the case after student and teacher input is given.
• Tier III: Automatic appeal. Once a Tier III violation has been reported the Academic Integrity Panel will automatically examine the circumstances and apply consequences. The consequences will be communicated to the parties involved in a timely manner.

Academic Integrity Panel Procedures for Tier 3 Instances:
Before the panel assembles:

• When an instance of academic dishonesty is found by a teacher, the teacher will conduct the initial investigation.
• When evidence is collected, the case is reported to the head of the panel.
• The head of the panel informs the grade-level principal of the incident. Grade-level administrator contacts parents and informs the student of the upcoming panel meeting.
• The head of the panel sets up a time and place for the panel to assemble.

The panel meeting:

• The teacher will present evidence, answer questions, and discuss possible consequences with the panel. When finished, the teacher leaves. This is to protect the teacher-student relationship because it is the panel, not the teacher, who makes the decision about consequences.
• The student is called into the meeting to give their account of the incident. Members of the panel ask questions, discuss academic integrity, and make the experience one of learning rather than punishment.
• The student leaves and is informed they will be called to the office to hear the panel’s findings.
• The panel deliberates and comes to a consensus as a group on consequences, then adjourns.

After the panel meeting:

• The teacher who brought the case will be informed of the panel’s decision.
• The next school day, the head principal calls the student in question to the office and talks to them about their consequences.

Purpose of Assessment

The GHS mission statement as well as the IB Learner Profile, IB Mission Statement, and IB Approaches to Learning are the basis for our assessment philosophy and assessment policy at GHS. The philosophy of assessment at GHS is that the purpose of assessment is to give accurate and timely feedback to teachers and students as well as to gather evidence that reflects on what students know and can do. In accordance with the IB Mission Statement, GHS strives to instill a growth mindset in students in order to develop life-long learners.
Standardized Assessments Students at GHS are required by federal, state, and school corporation rules to take a variety of standardized tests throughout their time as students. These tests include, but are not limited to ISTEP, WIDA, ASVAB, SRI, and PSAT. Voluntary standardized tests may include the SAT and ACT.
International Baccalaureate Diploma Programme Assessments
Students who participate in the IB Diploma Programme are also required to take the IB assessments at the end of their courses in the IB Programme, which are externally assessed. In addition, the DP has a variety of required Internal Assessments that are completed and graded in school but are externally moderated.
Class Assessments
Students at GHS will take a wide variety of formative and summative assessments as part of every course they take. The purpose of formative assessments is to improve/adjust instruction and to give student feedback. The purpose of summative assessments is to measure student mastery. Some methods of assessment include writing, multiple-choice, oral, project, presentation, and performance. Retakes of assessments may be allowed in some classes. Assessments are criterion-based and authentic, using the MYP assessment rubrics. It is also expected that teachers will include questions on their end-of-course assessments that exhibit varying levels of Depth of Knowledge (DOK).
Teachers implement these in-class assessments at their discretion and at times when it is best for collecting evidence of where students are in their learning.  Teachers then analyze student work and performance in both course-alike groups using the Data-Driven Instruction (DDI) protocol.
Special Needs Assessment
Students at GHS who have an Individualized Education Program plan (IEP), 504 plan, or Individualized Language Plan (ILP) receive a number of different services to ensure that assessments truly measure learning. School personnel regularly adapt assessments for different levels of students, provide help by reading assessments to students, scribing for students, allowing assessments to be typed or hand-written, providing language support for English language learners, etc.  More information can be found in the inclusion policy.
Grade Reporting
Grades are continually available to parents and students online through Skyward. Grades are calculated every nine weeks, and report cards are distributed one week after the end of each grading period. Students may receive weekly grade reports in their SRT. The grade tracker form is used in all 9th, 10th, and 11th-grade SRT rooms.
Graduation Requirements 
To graduate from Goshen High School, a student shall have completed one of the mandated pathways and have met the requirements set forth by the state of Indiana. The credits shall be so arranged that the student will receive a broad general education.
Cumulative Records Policy for Students
Each student’s educational records are maintained by GHS, used for school purposes, and available for review by the student and/or his or her parents. At the beginning of each semester, the student will be given an updated transcript that contains the student’s GPA and rank in the class. If the student has any questions, he or she should immediately contact his or her counselor. Students can review these records at other times with their counselor by setting an appointment.
Weighted Grades 
An extra point will be awarded for IB, AP, and dual-credit courses that have external assessments. Weighted grades will be used for class ranking purposes. The student transcript will show the GPA on both the 4.0 and 5.0 scales.
The following scale is used to figure grade point averages:
A = 4.0, A- = 3.67, B+ = 3.33, B = 3.0, B- = 2.67, C+ = 2.33, C = 2.0, C- = 1.67, D+ = 1.33, D = 1.0, D- = .67, F = 0
International Baccalaureate and Academic Honors Diplomas
Students may wish to pursue specialized diploma opportunities to enhance consideration for admission to higher education. These diploma programs are International Baccalaureate and Academic Honors Diploma. Academic Honors require additional mathematics, science, and world language courses, with credits totaling 47 or more and with no grade below a C- and a GPA of 3.0. Check with the International Baccalaureate Diploma Programme Coordinator for a specific plan for the IB diploma; however, the Theory of Knowledge class, the Extended Essay project, and CAS work (Creativity, Activity, and Service) are all part of the IB diploma. The IB diploma is recognized worldwide for academic excellence. Students are highly encouraged to pursue these degrees. Specific requirements for these diplomas are available online and in the Goshen High School Bulletin of Courses.
Graduation recognition

• Summa Cum Laude: Students with a weighted Grade Point Average of 4.0 or above.
• Magna Cum Laude: Students with a weighted Grade Point Average of 3.75-3.99.
• Cum Laude: Students with a weighted Grade Point Average of 3.5-3.74.

Incompletes
Any incomplete must be addressed before the student’s final high school transcript is issued. It is the responsibility of both the student and the teacher to resolve the incomplete.  Because GHS values student learning, incompletes may be used effectively to demonstrate content knowledge.
Semester Grades 
A semester grade should reflect the best of a teacher’s ability and what a specific student knows and can do in a course. Because Goshen High School has a wide variety of courses and course expectations, the teachers have the discretion to set up scoring scales that are appropriate to the different courses. Teachers will make every effort to communicate with students and parents the information about academic expectations and the method for assigning grades. Traditionally, teachers of many courses at GHS assign 40% of the semester grade to each nine-week grading period and 20% of the semester grade to the final exam (40/40/20). This pattern works for many, but not all classes. Please feel free to contact individual teachers if you have questions about grading policies.
Academic Integrity 
All academic dishonesty is serious. The consequences for each instance can vary depending on the severity of each case with a tiered system in place as a guideline to the possible consequences. When determining which tier is appropriate, the student’s mitigating and aggravating circumstances will be used to determine the level of negligence and pre-meditation for each instance, with the level of consequences increasing with each applied tier. More information can be found in the GHS Academic Integrity Policy.
Implementing, Evaluating, and Reviewing the Policy
All faculty are responsible for implementing the assessment policy.  New teachers will learn about the policy at various times throughout the school year, including but not limited to new teacher orientation, cluster meetings, new teacher meetings with the principal, course-alike meetings, and staff meetings. Collaborative efforts between the building leadership team, teachers, and administrators will be expected on an annual basis to review the assessment policy and make necessary revisions.
Assessment Policy Steering Committee Members:

• Cathy Demeyer, Head of School
• Matthew Nichols, IB Coordinator, DP Instructor

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.
Special Needs Assessment
Students at GHS who have an Individualized Education Program plan (IEP), 504 plan, or Individualized Language Plan (ILP) receive a number of different services to ensure that assessments truly measure learning. School personnel regularly adapt assessments for different levels of students, provide help by reading assessments to students, scribing for students, allowing assessments to be typed or hand-written, providing language support for English language learners, etc.  More information can be found in the inclusion policy.
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
• Counselors
• 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
• Scribe
• Reader
• Extended Time
• Prompting and Cueing
• ENL Support
• Behavioral Modifications
• Alternate Testing Environments
• Accommodated Materials and Assessments
• Paraprofessionals

Communication
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.
Expectations
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.
  Inclusive Education Policy Committee Members
Matthew Nichols, IB coordinator, DP History instructor Cathy DeMeyer, Principal Last updated: March 6, 2019

Goshen High School Language Policy
GCS Mission Statement: Inspiring Innovation… Empowering Potential…Enriching our World.
GCS Vision: Where learning is valued, students are honored and each person experiences a success and a challenge every day.
The GCS mission statement and vision as well as the IB Learner Profile are the basis for our language philosophy and language policy at GHS. Language is the basis for all learning and a deep understanding of one’s native language as well as gaining proficiency in a second language are essential for success in our increasingly multilingual and multicultural nation and world. 
GHS is a school split nearly evenly between English-speakers of European descent and primarily Spanish-speakers of Latin American descent. There are also small numbers of students speaking South-, East-, and South-Eastern Asian languages, French and Creole, Russian and Ukrainian. This diversity of language and culture has opened many opportunities for GHS students to appreciate and learn from many backgrounds beyond their own. 
English is the language of instruction for all students and teachers, with the exception of Spanish, French, and German language classes. 
Language A: English- GHS is committed to deepening and broadening understanding of the English language for all students. All students take literature and writing courses all four years. In addition, GHS has a culture and policy that all teachers are language teachers and so the instruction of English runs right across curricula and grade levels. Also, the focus of weekly professional development for all instructors has been focused on increasing literacy for all students for the last five years and shows no signs of changing that focus going forward. 
Language B: Spanish, French, German- GHS is committed to encouraging all students to gain proficiency in a second (or third) language during their time here. GHS currently offers three world languages for students to choose from and students can begin their instruction in grade 6, before they are even enrolled at GHS. 
Support of native languages and transitioning to English-language instruction: GHS offers English Learner (EL) courses for students whose proficiency in the English language is so low as to prevent effective learning in the language of instruction. These classes are designed to help students acquire English language skills as well as making connections back to their native language. In addition, GHS places EL support staff into English language classes to help these students transition from instruction in their native language to English. For students more proficient in English, GHS offers Spanish-language classes called ‘Heritage Speaker’ courses because they are designed for Spanish-speaking students to deepen their skills in their native language.
The library is also a key resource for both students and teachers in deepening student learning of, and appreciation for, either their native language or an additional language. Students and staff members can find both print and electronic resources beyond the language of instruction.  
Going forward, it is the desire of GHS to continue to improve on current structures and practices in language support and learning as well as to look for future opportunities to expand language B offerings as well as to increase opportunities for students to become even more literate in their native language. 
  Política de idiomas de Goshen High School
Declaración de misión de GCS:  Inspirando innovación ... Empoderando el potencial ... Enriqueciendo nuestro mundo
Visión de GCS: En donde el aprendizaje es valorado, los estudiantes son honrados y cada persona experimenta el éxito y el desafío todos los días.
La misión y la visión de GCS y el perfil de la comunidad de aprendizaje del IB, son la base de nuestra filosofía y política lingüística en GHS.  El idioma es la base para todo aprendizaje y una comprensión profunda del idioma nativo de una persona, así como el dominio de un segundo idioma son esenciales para el éxito en nuestra nación y nuestro mundo cada vez más multilingües y multiculturales. 
GHS es una escuela dividida casi por igual entre angloparlantes de ascendencia europea y principalmente hispanohablantes de ascendencia latinoamericana. También hay un pequeño número de estudiantes que hablan idiomas asiáticos del sur, este y sudeste, así como francés y creole, ruso y ucraniano. Esta diversidad de lenguaje y cultura ha abierto muchas oportunidades para que los estudiantes de GHS aprecien y aprendan de muchos entornos más allá de los propios. 
El inglés es el idioma de instrucción para todos los estudiantes y profesores, con la excepción de las clases de español, francés y alemán. 
Idioma A: GHS se compromete a profundizar y ampliar la comprensión del idioma inglés en todos los estudiantes. Todos los estudiantes toman cursos de escritura y literatura los cuatro años. Además, GHS tiene una cultura y una política que detalla que todos los profesores son profesores de idiomas y, por lo tanto, la enseñanza del inglés se aplica a todos los planes de estudio y grados escolares. Además, el enfoque del desarrollo profesional semanal para todos los instructores se ha centrado en aumentar la lectoescritura de todos los estudiantes durante los últimos cinco años y no muestra signos de cambiar ese enfoque en el futuro. 
Idioma B (español, francés y alemán): GHS se compromete a alentar a todos los estudiantes a dominar un segundo o un tercer idioma durante su tiempo aquí. En el presente, GHS ofrece tres idiomas globales de entre los que los estudiantes puedan elegir. Los estudiantes pueden comenzar a aprenderlo en 6o grado, incluso antes de que se inscriban a GHS. 
Apoyo de idiomas nativos y transición a la enseñanza del idioma inglés: GHS ofrece la asignatura de estudiantes del idioma inglés (EL). Estos cursos están dirigidos a estudiantes cuya habilidad en el idioma inglés es tan baja que evita el aprendizaje efectivo en el idioma de instrucción. Estas clases están diseñadas para ayudar a los estudiantes a adquirir el conocimiento del idioma inglés, y para que hagan conexiones con su idioma nativo. Además, GHS coloca a personal de apoyo de EL en donde se imparten las clases en inglés para ayudar a estos estudiantes en la transición de la instrucción de su idioma nativo al inglés. Para los estudiantes que dominan más el inglés, GHS ofrece clases en español llamadas cursos 'Heritage Speaker' porque están diseñados para que los estudiantes hispanohablantes profundicen sus habilidades en su idioma nativo.
La biblioteca también es un recurso clave tanto para estudiantes como para profesores. De esta manera, los estudiantes profundizan su aprendizaje y aprecio, ya sea en su idioma nativo o en un idioma adicional. Los estudiantes y los miembros del personal pueden encontrar recursos impresos y electrónicos más allá del idioma de instrucción.  
En el futuro, GHS desea continuar mejorando las estructuras y prácticas actuales en el apoyo y aprendizaje de idiomas. También desea buscar oportunidades futuras para expandir las ofertas del idioma B y aumentar las oportunidades para que los estudiantes se vuelvan aún más cultos en su lengua materna.

The Q/A below is for Diploma Programme classes only.

When do I take IB classes? 

The classes are open to 11^th and 12^th graders.

What should I do to prepare for IB classes?

Take as many honors-level classes as possible, although it’s not mandatory.  Talking to your counselor or one of the IB coordinators to plan out your schedule is also a good idea.

Do I have to apply to the IB program at GHS?

No.  There are no GPA or entrance exam requirements.

Which universities recognize IB programme?

Higher education institutions around the world admit students based on their IB credentials, and many have specific admissions policies and guidelines for IB students. Admissions criteria can vary widely across educational systems and selectivity of the institution. For information about what a college or university is regarding IB classes/credits, check on the school’s website or ask an admissions counselor from that institution.

What costs are associated with the IB programme?

IB fees vary from year to year.  Goshen Community Schools subsidizes the costs of the examinations.  Students who have free/reduced lunch status may be eligible for discounts.  Scholarship assistance is also available. For more detailed information, contact an IB Coordinator.