GCS Arrival and Dismissal Times for 2016-17 School Year

Goshen Community Schools Arrival and Dismissal Times
Horario de entrada y salida de clases de la Corporación Escolar de Goshen

Normal Schedule (Tues – Fri)
Horario regular (Martes a viernes)

  • Elementary/Primarias – 7:50 a.m. – 2:50 p.m.
  • GMS – 8:35 a.m. – 3:45 p.m.
  • GHS – 8:25 a.m. – 3:35 p.m.


Late Arrival (1st day of the week – Mon or Tues after Monday holiday)
Entrada tarde (El primer día de la semana (lunes) o el martes si el lunes fuera día festivo)

  • Elementary/Primarias – 8:30.m. – 2:50 p.m.
  • GMS – 9:15 a.m. – 3:45 p.m.
  • GHS – 9:05 a.m. – 3:40 p.m.


2-hr delay due to severe weather (1st day of the week – Mon or Tues after Monday holiday)
Demora de horario de 2 horas debido a clima severo (El primer día de la semana (lunes) o el martes si el lunes fuera día festivo)

  • Elementary/Primarias – 9:50 a.m. – 2:50 p.m.
  • GMS – 10:35 a.m. – 3:45 p.m.
  • GHS – 10:25 a.m. – 3:40 p.m.


2-hr delay due to severe weather (Tues – Fri)
Demora de horario de 2 horas debido a clima severo (Martes a jueves)

  • Elementary/Primarias – 9:50 a.m. – 2:50 p.m.
  • GMS – 10:35 a.m. – 3:45 p.m.
  • GHS – 10:25 a.m. – 3:35 p.m.



“The Nature of Life is to Grow” (11) GMS 8th Grade

Today we visited 8th grade classrooms to see what GMS 8th graders are studying, and how much difference there might be between the 7th graders that we saw last week and the 8th graders today. First we visited Mrs. Terry Hussey and Mrs. Brandi Sapp’s combination class called Math/Lit. (English).

When we got to the classroom, Mrs. Hussey was working with the students on the math Warm-up. She was using words like table, slope, function, and rate of change.

She asked the class “Function or equation, which one do you want to start with?” And then after some work, “Which one is proportional? Point your finger in the direction of the one that is proportional. Everybody pick one. Okay, raise your hands instead…Alright, finish this for homework tonight. If you don’t understand a problem, circle it. I want to make sure you understand things; if you don’t, I need to know.”


Then Mrs. Hussey moved on to another section, and shared the objective for this day and for the next day. “Today we are looking at parallel lines, tomorrow we will look at at perpendicular lines.”

Mrs. Hussey began a working a problem and leading a discussion on lines and slopes. She asked the students “What is the slope, positive or negative?” When she called on a student and he didn’t know the answer, she stopped and said “You don’t know? Okay, let’s go back over it. We don’t want to move on until you know it.”

While the students were working on a problem, Mrs. Hussey explained to us that this particular class is called Integrative Math, which is a combination of Geometry and Algebra. “When the students are done with the class, they can take the exams for both Geometry and Algebra and can earn high school credit for both classes. They don’t have to take the Geometry exam, but they do have to take the Algebra exam.”

She also noted that even though the class is a class for 8th graders, there are currently two 7th grade students taking the class as well.The 7th graders in the class are pictured below.

While she was working problems and explaining concepts, Mrs. Hussey was also moving around the room, checking to make sure that all students were taking notes, working the problems, and staying engaged in the discussion. She encouraged them to “put those words down on your papers. Those papers are for you. I’m telling you, this chapter is going to get difficult, you need to take notes and be prepared.” At one point, she added “I already did this math alone in school. I’m not going to do it now. Let’s do it together….We’re in Geometry class, we can prove everything! Don’t believe me? It’s okay, I can show you.”

As the students worked on graphing, Mrs. Hussey asked them, “Who else loves graphing?!! I love to graph.”

As they continued to work on their problems and take notes, Mrs. Hussey reminded them that “this is Math/Lit. so please write your observations in complete sentences!”

Mrs. Hussey asked them to work on two problems at the end of class, saying “I want you to do these two problems before you leave, and then I will collect them and look at your work tonight. I want to check your graphing and make sure you are doing it correctly.” Throughout her class period, Mrs. Hussey encouraged participation in the discussion, even if some of the students were not completely sure of their answers. The math curriculum seemed quite rigorous, but with Mrs. Hussey’s examples, teaching, encouragement, and persistence, the students appeared to be taking it in and grasping the concepts.

We stopped at Bryan Kauffman’s classroom next, to see what the 8th graders are doing in U.S. History. As you can tell from the pictures below, Bryan’s room has a number of posters that will let students know for sure that they are in a U.S. History classroom!


Another item that was front and center in Mr. Kauffman’s classroom was a picture from last year’s 8th grade trip to Washington D.C., and information about the upcoming trip in the spring of 2019. The trip is somewhat of a tradition at GMS, and is packed with plenty of sightseeing and learning.

The class started by working on an entrance ticket, and then looking at “Journal Entry 1”, before they began to talk about moving on to Journal Entry 2. Mr. Kauffman said “How you did on your first journal entry will influence your work on the second entry.” He encouraged the students to look at his feedback on Journal Entry 1 before they started the next Journal Entry, and told them that they would have the full period to work on the second entry.

The objective for the day was: You can understand the critical events of time period number 2, and reflect on the events through the viewpoint of your character as evidenced by completion of Journal Entry #2.

(The students were all given characters in history, and were then given the assignment to write about specific historic events from the perspective of their character. The characters they were assigned included The King, a patriot, French fur traders, British citizens, loyalists, Native Americans, and free black colonists.)

Mr. Kauffman reminded students to use their rubric when working on their Journal Entries, and asked them “Do you remember what all was in your rubric?” After some thought and discussion, the students came up with all of the parts: The entry must be five paragraphs, you need to tell what happened, you need to tell why it matters or why it was important, and you need to illustrate what led up to the event.

As students began to work, one of them asked if they could listen to their music. Mr. Kauffman said  “You can listen to music as long as you are being productive.” And honestly, the students were quiet and very focused on their work throughout the class period.

Through the use of their technology, the students could choose to sign up for a mini workshop with Mr. Kauffman to get additional help with some of the ideas they had been working on in class. One such idea was the use of repetition, or repetitive phrases, in writing.

In the small group workshop, Mr. Kauffman asked the students “Why do we use repetitive writing?” Following discussion among the teacher and students, they came up with this reason: The use of repetitive phrases plants the idea firmly into the listeners’ brains. It makes the idea stick.

Mr. Kauffman noted that when the students go to the GCS elementary schools to share their stories with 5th graders, the use of repetitive phrases will help the 5th graders remember more about their stories.

Then all of the students worked on their writing assignments, with occasional reminders or remarks from their teacher such as “Make sure you are embedding history into your story.” and “Some of you have the model right next to your writing, what a great way for you to work!”

While the students worked, Mr. Kauffman strolled around the classroom, providing counsel to those who had questions or who just wanted to bounce ideas off of their teacher.

Mr. Kauffman told us that what he likes about these kind of writing assignments is that he can give the students direct feedback. For example, “I tell them, here is what you did in your writing assignment, and here is the next step to take in your writing…I don’t know when I first got this type of feedback or instruction in learning how to write, not this early, but we really want to develop strong writers here, so this is important stuff.”

Again during this visit to GMS, we noticed that the students continue to grow and take enormous steps (perhaps leaps?!!!) along their educational journey. Their teachers challenge them with rigorous curriculum, but they also provide enough support and encouragement to keep them moving forward and learning more.

Thank you to Mrs. Hussey and Mr. Kauffman, for letting us observe in your classrooms. There are definitely exciting things happening in your classrooms, and your students will be well-prepared for high school. And to the students, thank you for allowing us to watch as you worked, and questioned, and answered, and thought in deeper ways than you might have thought were possible. You are well on your way to educational success!


GHS Junior Chosen for IDOE Student Advisory Council

Congratulations to GHS junior Joseph Narayan, who was chosen to be a member of Indiana Department of Education’s Student Advisory Council. Joseph will serve a two-year term on the council.

The Advisory Council is composed of one student from each of Indiana’s nine congressional districts, plus two at-large members. They will be invited to the Indiana Statehouse once per semester during their junior and senior years. The meetings will last approximately two hours, and dates will be decided at the beginning of each semester.

The purpose of the council is to provide a forum for high school students to participate in meaningful discussions about educational matters impacting the local, state, and national level. Students on the Advisory Council provide valuable stakeholder input for the IDOE. Their first meeting will be on October 30.

Congratulations, Joseph. Thank you for representing Goshen High School!

10-12-18 Press Release and Parent Letter (Spanish and English)


Text Messages Shared with Local Authorities

On October 11, 2018, Goshen Community Schools leadership was made aware of texts that were sent from a paraprofessional at the high school to one of the students.  Since the content of the texts was inconsistent with policy, the district immediately placed the employee on a leave of absence and contacted law enforcement to review and investigate the messages.

“Our priority is always the wellbeing of our students,” stated Dr. Diane Woodworth, Superintendent of Schools.  “In today’s world, we work closely with our local authorities when an issue like this arises.  In addition, we provide additional support and counseling for any students if it is needed.”

District officials noted that since this is an active investigation by law enforcement, all further questions should be directed to the local authorities. If anyone has additional information of concern regarding this incident, the Goshen Police Department should be contacted.  If individuals have academic or school questions, they should not hesitate to call the Superintendent’s office or contact their building principal.

“We will conduct our own internal investigation to ensure that district policies are followed with regard to the paraprofessional,” noted Superintendent Woodworth.  “If at any point parents have concerns around text messages or inappropriate use of social media by any member of our staff, we ask that you share those concerns with our district leadership.”

Goshen Community Schools is committed to reminding all employees about the importance of using text messages and technology appropriately and professionally.  In addition, the district will continue to provide orientations and professional development activities that help employees understand both the dangers of technology and how to engage it appropriately.

Superintendent Woodworth emphasized the year is off to a great start, “In spite of this unusual situation, we are off to a great 2018-19 school year.  I am so impressed with how our students strive for excellence in all that they do. Truly, our students and alumni are enriching the world, both locally and globally.”

To read the parent letter in Spanish or English, click on the link below:

10-12-18 Letter to parents English and Spanish


Chamberlain 3rd Grade Visits Merry Lea

So much excitement seeing preserved Mastodon bone fragments, tusk pics and Peat under microscopes at Merry Lea. Over heard from an excited table of 3rd grade boys, “I could stay and look at these all day!” Right on kids, go Science! #sciencerocks


Hispanic Heritage Month

During National Hispanic Heritage Month (September 15 to October 15) we recognize the contributions made and the important presence of Hispanic and Latino Americans to the United States and celebrate their heritage and culture.

Hispanic people have had a profound and positive influence on our country through their strong commitment to family, faith, hard work, and service. They have enhanced and shaped our national character with centuries-old traditions that reflect the multi-ethnic and multicultural customs of their community.

The observation started in 1968 as Hispanic Heritage Week under President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was enacted into law on August 17, 1988, on the approval of Public Law 100-402. Hispanic Heritage Month begins on September 15, which is the anniversary of independence of five Latin American countries: Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. Mexico, Chile and Belize also celebrate their independence days during this period and Columbus Day (Día de la Raza) is October 12.

The term Hispanic or Latino, refers to Puerto Rican, South or Central American, or other Spanish culture or origin regardless of race. Today, 57.5 million people or 18% of the American population are of Hispanic or Latino origin. This represents a significant increase from 2000, which registered the Hispanic population at 35.3 million or 13% of the total U.S. population.

Please share with GCS in this special annual tribute by learning and celebrating the generations of Hispanic and Latino Americans who have positively influenced and enriched our nation and society.

GMS Counselor Named ASCA School Counselor of the Year Finalist

GCS and Goshen Middle School are pleased to announce that GMS School Counselor Jan Desmarais-Morse has been named an American School Counselor Association (ASCA) Counselor of the Year Finalist. Congratulations, Jan!

The American School Counselor Association (ASCA) is pleased to announce the six finalists for the 2019 School Counselor of the Year awards program (#SCOY19). The award honors the school counseling professionals who devote their careers to serving as advocates for the nation’s students, helping them achieve success in school and in life.

The six finalists are:
Roberto Aguilar, Milwaukie High School, Milwaukie, Ore.
Brian Coleman, Jones College Prep, Chicago, Ill.
Jan Desmarais-Morse, Goshen Middle School, Goshen, Ind.
Desire DeSota, Waianae High School, Waianae, Hawaii
Sarah Kirk, Monroe Elementary School, Norman, Okla.
Nwakaego Edordu Oriji, Dr. Billy E. Dade Middle School, Dallas, Texas

From these six finalists, one will be named the 2019 School Counselor of the Year.
Nominations for the School Counselor of the Year awards program were submitted by the state school counselor associations. The School Counselor of the Year awards panel was composed of representatives from AASA: The School Superintendents Association, ACT, the College Board, the National Association for College Admission Counseling; and representatives from: Brambleton Middle School, Ashburn, Va.; Chicago Public Schools, Chicago. Ill; Dominion High School, Sterling, Va.; George P. Mullen Elementary School, Manassas, Va.; Georgetown Middle School, Georgetown, Del.; St. Theresa School, Ashburn, Va. The panel selected the finalists based on several criteria, including school counseling innovations, exemplary comprehensive school counseling programs, leadership and advocacy skills and contributions to student advancement.

“The School Counselor of the Year award is an esteemed recognition for our profession,” said Richard Wong, Ed.D., ASCA executive director. “School counselors make significant contributions to the overall well‐being of students and their success. Their unique qualifications and training allow them to support students’ academic achievement, career development and social/emotional needs. This award highlights their commitment, dedication and excellence.”

The finalists and their principals will travel to Washington, D.C., in late January for special celebratory and educational events. The finalists will be honored in an award ceremony and be formally recognized at a black‐tie gala.


About the American School Counselor Association:
The American School Counselor Association (ASCA) is a nonprofit, 501(c)(3) professional organization based in Alexandria, Va. ASCA promotes student success by expanding the image and influence of school counseling through leadership, advocacy, collaboration and systemic change. ASCA helps school counselors guide their students toward academic achievement, career planning and social/emotional development to help today’s students become tomorrow’s productive, contributing members of society. Founded in 1952, ASCA has a network of 52 state and territory associations and a membership of more than 36,000 school counseling professionals. For additional information on the American School Counselor Association, visit www.schoolcounselor.org.

New GCS Video Feature, the “Superintendent Step In”

Goshen Community Schools Superintendent Dr. Diane Woodworth, Webmaster Megan Eichorn and her GHS student intern Alex Ramos, and Assistant to the Superintendent/PR Lori Martin are teaming up to bring the Goshen community a new video series called the “Superintendent Step In”. In this new series, Dr. Woodworth will go into classrooms throughout the Goshen district every week, and will participate in whatever the students/classrooms are doing.

All GCS teachers have been asked to contact the superintendent’s office if they are interested in having Dr. Woodworth step into their classroom, to see what the students are learning and see what they are doing on a daily basis. So far, we have filmed in two classes (Engineering/Design and Weightlifting), and we have two more visits scheduled in elementary classrooms. We hope that the GCS teachers will invite Dr. Woodworth into their classes for the routine things that they do, but we have also invited them to find special challenges for her as well!

When each video is ready, it will be posted on the GCS website, the website of the school in which the Superintendent Step In was filmed, and the GCS Twitter and facebook pages. The goal is to eventually visit one classroom per week, and to post videos on Friday afternoons.

Look for Dr. Woodworth to show up in future videos in classes like Building Trades, elementary P.E., Music or Art classes, IB Chemistry, or Theater. Dr. Woodworth also taught math before she was an administrator, so we know she would love to visit those classes!

The first video will be released tomorrow afternoon, don’t miss it!



“The Nature of Life is to Grow”- (10) GMS 7th Grade

Today we visited GMS again. This time to observe what 7th graders are learning and doing. We started off the morning in Mr. Brenton Fish’s Pre-Algebra class. We knew we were in Mr. Fish’s class because of the big wooden fish in the room (below)!

There were also a couple of signs on the wall made by New Tech students. The signs appropriately show the level of excitement Mr. Fish displays for math, as his students were engaged and attentive as he taught.

The students were watching as Mr. Fish worked on this math problem: What is the distance between -13 1/4 and 2 3/5 on a number line? Mr. Fish was walking around with some sort of technology/pad and as he wrote, the information showed up on the screen. As he talked about the problem and walked around, he worked out the whole math problem. (The answer: the distance is 15 17/20.) At one point he asked the class, “How many of you are having difficulty understanding what we are doing? Be honest.” When about 1/3 of the class raised their hands, he went over the problem again, and explained how to break the problem down and how to organize the work. “You need to keep your work organized. As you get into more difficult math, you will need to show your organization in order to help you figure problems out.”

Next, the class worked on a partner activity. Mr. Fish explained that the students would work together, with one person writing out the answer for the odd problems and one person writing out the answer for the even problems. When the students had a problem completed, they would go to the front of the room and have it checked by Mr. Fish. If it was correct, they would move on to the next math problem. If it was not correct, he would give them feedback and have them watch a short video that explained how to work the math problem, and then they would go back to Mr. Fish and explain to him what they did wrong and tell him exactly where they made their mistake.

When the students came up to Mr. Fish to check their work, he said things like: “Nice job….If you can’t name you mistake, you can’t learn from it…..I will give you the key code to watch a video so you can figure out what you did wrong….Where was the error in your thinking?…I agree with the value, but is that simplified?…When you watch the video, what is taking place in the process?…Good work.”

When we commented to Mr. Fish that this type of math probably used to be taught in about 9th grade, he agreed. “Oh yes, things have definitely changed. I have also had to change the way I teach math now.”

In teaching the students how to work the math problems, Mr. Fish shared one last example with us of a student he had last year. “The student was a good student, but not in the High Ability classes. He used to turn in his work and he would be correct, but he wouldn’t show his work. I told him he had to be more organized and show his work because his math classes would only get more difficult as he continued through school, and he would eventually come to a point where he couldn’t get the answer without working the problem in an organized fashion. In other words, if a student is smart but he doesn’t know how to work, it will eventually catch up with him. The student started showing his work in class, and he ended up getting the 5th highest score on the ISTEP test!”

Below are a couple of examples of the problems the students were working on in their partner exercise.


When we left Pre-Algebra, we went next door to Mrs. Kelly Shoup-Hill’s English class. The first thing one notices upon entering Mrs. Shoup-Hill’s classroom is her extensive library. She said that she has been teaching for 18 years, and she just keeps buying books for students to borrow.

The first thing Mrs. Shoup-Hill did was to take attendance and ask each student to tell her how many pages they had read toward their weekly goal. One student said they had met their goal, so she asked the student what he was reading now. When the student told Mrs. Shoup-Hill the name of the book, she said “I will let you read that book this time, but you need to read harder books, that is written for elementary students, you are in 7th grade.”

Mrs. Shoup-Hill stated that the students had just finished up a project entitled “Readers Wear Many Hats”. Along with the hats that the students had made, they had written reflections about their different books. She indicated that the hats and their reflections were going to be sent to the public library and the elementary schools. However, she told the students that “you still need to do some refining on your projects and your reflections. We need them to be great before we send them out to the library or to other schools.” Their hats are pictured below.


After Mrs. Shoup-Hill gathered the information about their reading goals, she had the students switch to new seats. “New project, new seats”. She introduced a new book that they would use in their new project entitled REFUGEE by Alan Gratz. She told the class, “I read this book over the summer and chose it for my classes this year. Now, I found out that the book is the 2018 book chosen for the Global Read Aloud in October. So that means we will be reading this book with classrooms around the world. Now how smart was I to choose this book?!!” When one student clapped for her, she laughingly thanked the student for acknowledging her forethought.

She then told the students that they were going to be analyzing how a book’s setting impacts a story, and she talked to them about questions that they would be answering. “The questions are guiding you, to find the evidence to support and/or explain your answers.” She handed them a copy of the front cover of the book, and asked them to look at the book’s cover and write down (on the copy) every single thing they noticed about the cover….”This exercise helps us start thinking before we even open the book.”

After spending three minutes making their own observations, they shared them with the class: There is light that could perhaps indicate hope; the water is black, like a storm is coming; is it an actual storm, or a metaphor?; it looks like the boys is trying to reach an island where he is hoping to find safety; the boys is really gripping onto the boat; the boat is red, what does that mean?; red could symbolize blood, or safety like the Red Cross; everything is purposeful and thought-out if it is put on the cover of a book; there is a rope in the boat, why is it there?; it is raining; it is a young boy in the boat; the boat is made of wood and doesn’t look very sturdy; the boy’s clothes look dirty like he has been in the boat for a long time; he doesn’t have any food or drinking water. At that, Mrs. Shoup-Hill stated “very good, it is good to notice what you don’t see, as well as what you do see.”

The students watched a 90 second video trailer about the book, and then Mrs. Shoup-Hill asked them to discuss the trailer with the other students at their table group.

Lastly, Mrs. Shoup-Hill discussed with the students the fact that there have continued to be refugees from countries around the globe throughout history. “What haven’t we learned? What could we do to make a small dent in the current refugee crisis?” Then she introduced two questions to lead into their next project:

What responsibility do individuals have to respond to the needs of refugees? What can an individual do to help?

What can we do in 7th grade to make a difference?

Wow, what impressive students these 7th graders are! There was a noticeable difference in their classroom behavior, their attention span, and their participation in class discussions; something that perhaps 6th graders are still learning as they move from class to class in their first year at GMS. But aside from their behavior, the students are learning from a very rigorous curriculum, and are seemingly doing just fine. As much as the students have increased the difficulty in their instruction with each grade, we cannot even begin to imagine what the high school students must be studying! But stayed tuned, we’ll get there.

Thank you to Mr. Fish and Mrs. Shoup-Hill, it was an extreme pleasure to visit your classrooms today. And thank you to the 7th graders for showing the Goshen community once again how much learning and growing is taking place within the walls of Goshen school buildings.

GHS Student Named National Merit Commended Student

Goshen High School senior Jonathon Snyder has been recognized as a National Merit Commended Student for the Class of 2019.  Of the more than 1.6 million students who took the 2017 PSAT, some 34,000 qualify for recognition for their outstanding academic promise as National Merit® Commended students based on their National Selection Index score. Commended students placed among the top 5% of the students who entered the competition by taking the 2017 Preliminary PSAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®).

Congratulations, Jonathon!

10-8-18 Board Recognition

The October 8th GCS board meeting was held at Model Elementary, and Model principal Tami Hicks talked about what the students have been learning and doing since the beginning of the school year. She said that “Of course we are always trying to grow our students academically, but this year we added something new; we committed to the 21 Days of Kindness Challenge. Starting on September 1st, our students and staff looked for ways to be kind to each other and to express our appreciation for people in our building, in the community, and at home…Parents took pictures and used a hashtag to let others know what their students were doing at home too….You may have noticed the kindness links lining the hallway, those each represent an act of kindness in our school.”

Ms. Hicks then recognized several students who went “above and beyond to be kind or helpful.”


School Counselor Shelly Banes introduced Model’s 5th grade Leadership students, who also took the board members on tours of the school prior to the board meeting. She said that the students have been very busy so far this year, and have been excellent leaders. Among the things that the leaders do are: Teaching other students the Bulldog Beliefs; helping with Kindergarten Blast Off; Helping kindergarten students after school for the first few days of school, to make sure they find the correct doors for the bus, parent pick up, or the crossing guard; Reading the daily announcements; Putting the flag up in the morning and taking it down in the afternoon, Helping to organize Red Ribbon Week; and Being a buddy to struggling students.

The students then read their statements about what being a leader means to them. Several of the students read longer essays that they had written when they participated in the C.L.A.S.S. leadership training in Indianapolis over the summer.

Lastly, Dr. Woodworth introduced GMS math teacher Terry Hussey. Mrs. Hussey was a top ten finalist for the Indiana Teacher of the Year. Mrs. Hussey was nominated by Dr. Steve Hope, and together with Dr. Hope, Terry filled out an extensive questionnaire. When she was named a finalist, Mrs. Hussey traveled to Indianapolis to be interviewed by the selection committee. While she was ultimately not chosen as the teacher of the year, Dr. Woodworth reported that she had heard from some officials on the selection committee and they told her that Mrs. Hussey was “an amazing educator and that they were very glad to have met her.”

Knute Rockne Spoke at GHS 95 Years Ago Today

Knute Rockne spoke at GHS 95 years ago today!


Knute Rockne, legendary Notre Dame football coach, was guest speaker for the dedication of the new Goshen High School and Foreman Field on Oct. 5, 1923.

Rockne, introduced by school board president George Richardson, talked to the crowd about “Modern School Athletics.”

Hubert Miller was architect for the new GHS complex and John Hostetler builder. Also speaking were superintendent John Foreman and principal O. Walter. Students were dismissed Friday afternoon as the school was available for tour by Goshen citizens.

A dedication service was held Friday night with the GHS orchestra performing under the direction of Reginald Brinklow. Helen Blough played the piano.

Also speaking were assistant state schools superintendent E.E. Ramsey, IHSAA secretary Arthur L. Trester and Indiana State University president L.N. Hines.

A home football game was played at Foreman Field on Saturday afternoon (no lights then) with Goshen defeating Warsaw. The GHS band marched from the school building to the field followed by seniors, juniors, sophomores and freshmen.

Thank you, Stu Swartz, for reminding GCS of this historical fact. Stu’s suggestion: Five years from now we need to have a centennial celebration for our amazing GHS facility.

A New Era of GHS Volleyball

GHS has a new head volleyball coach this year in Mike Howard, who was approved at a school board meeting on April 23, 2018.

Below are sections from the Goshen News interview on the date of Mr. Howard’s GCS appointment:

Howard feels two elements are key to taking the GHS program to a higher level. “Hard work and a participation fever for the sport from the elementary schools to the middle school to the high school,” the coach said. “Success feeds upon success, but only if in the level of participation rises. We need to be aware of social-economic situations and make sure we give kids that can’t afford to play for an elite travel team the chance to participate in our program.”

Due to his time at Warsaw, Howard feels comfortable stepping back into the NLC and its high-level of competition. He mentioned league teams like Memorial, Concord and NorthWood.

“There are some very good programs in the NLC,” he said. “Plymouth has some fine young athletes and could be one of the better teams over the next couple of seasons.”

The new coach felt it was too early to talk about any changes in the GHS program. “We want to keep what is good,” Howard said. “One of the things that sold me on coming to Goshen was administration members like Barry Younghans (Goshen Principal) and Larry Kissinger (GHS Athletic Director). Both of them have an excitement for young athletes.”

Howard will teach social studies at GHS.

With Coach Howard’s permission, we observed a GHS volleyball practice to get more of a sense of how he runs his program. The following are observations from that practice and from attending volleyball games throughout the coach’s first season at GHS.

When the volleyball players entered the gym for practice, they began going through some stretches and warm-ups on their own, seemingly knowing what was expected of them in order to be prepared for practice.

One of the first drills they did as a team was a scrimmage drill. They started with the score at 20-20 and played to the end of the game (in volleyball, of course, the winner has to win by two points). The losing side had to run lines. We noted that while the losing side ran lines, the other side stood, watched, clapped, and encouraged the ones running lines. Later, the coach explained that he will also stop the “end-of-the-game” drill and make the girls run lines if they simply let a ball drop because they are not communicating, don’t give a good effort, or don’t pursue the ball.

The assistant coaches used an iPad to videotape the student-athletes as they worked on drills, serving, spiking, etc… The coaches then either pulled individuals aside or gathered the whole team together to watch the video; showing them what they did wrong, or explaining their body mechanics when they did it correctly. The use of the video provided an instant, visual way to provide feedback to the players.

Another interesting observation was that the assistant coaches were participating in drills/scrimmages with the girls; spiking right at them, serving, and blocking the players’ spike attempts. When asked why the assistant coaches participate the way they do, Coach Howard said, “We don’t have enough depth.  And, we need the coaches to play at times because they better replicate things we will see from other teams, like Warsaw for example.” You can see in the picture below that one assistant coach is standing on a box to spike balls at the JV team.

At one point during the practice, the coach pulled the varsity players together to talk to them. Among the things he said to them: “What is your goal for this week? What is you goal for this season?…We need more leadership, and more accountability. I know what my plan is, but I don’t know how important it is to you….If you don’t know what I expect or how to do something, ask…We’ve been drifting through sets instead of playing with intensity. If I have to intervene as a coach regarding intensity, that is never a good thing. It has to come from you…If you want to be on the court, you need to serve the best, hit the hardest, and have the best energy. And I need to see it in practice to put you on the court in the game.” (The coach later said that his talk with the varsity “was in response to having to ask two girls to leave practice a few minutes early the night before. We needed to talk about that”.)

During some of the drills, several of the girls were playing with bean bags sitting on the back of their neck/shoulders. When asked why only a few of the players were using the bean bags, the coach said “It is used mostly by need or by position. A couple of the girls have trouble staying in posture. The bags provide feedback by falling off when you come up out of posture.”

Another observation of the practice: The volleyball managers are pretty much always in motion, gathering up balls to put in the ball carts and then returning the carts to the coaches. Nice job, managers!

(Game pictures below by photographer Branden Beachy)


Mike Howard’s first GHS varsity volleyball team has just two seniors, meaning that he has a couple more years to work with some young, talented athletes. The players have also had some time to learn the coach’s expectations and to understand their individual roles on the team. Fortunately, they still have plenty of time left to represent GHS and their coach. We believe that there are some good years ahead for the RedHawk volleyball program, and we invite you to stay tuned as they continue to grow and improve!

The varsity will take on Warsaw in sectional action on Thursday, Oct. 11 at Elkhart Memorial. The game will be played at 6:00 p.m. We hope to see you there!

GMS New Tech Showcase Night-TONIGHT

Greetings, Parents of 5th Grade Students,

It won’t be long before your 5th grade child will be transitioning to Goshen Middle School! How exciting! There is so much to learn as you prepare your child for this transition.

A showcase night for 5th grade parents and their 5th grade student will be held to demonstrate how our Goshen New Tech Middle School program can benefit your child.

Date:     Thursday, October 4, 2018

Time:     6:00-7:30 p.m.

Where:  Goshen Middle School auditorium, cafeteria, New Tech classrooms

At this event, you will be able to:

  • Learn about the college-focus, college-preparation of our programming
  • Learn how the NT curriculum and our project-based, problem-based learning model prepares students for meeting requirements to attain an IB diploma as juniors and seniors at GHS
  • Learn how our NT program meets the needs of our High Ability students, our students with special needs, and our English Learner students
  • Meet the teachers, school counselors, support staff, principals, and assistant principals and learn why they believe this learning model prepares our students to be productive and successful adults
  • Experience interactive activities connected to our projects and programming


Les enviamos saludos a los padres de los estudiantes de 5° grado:

¡No pasará mucho tiempo antes de que su hijo de 5° grado haga la transición a Goshen Middle School! ¡Qué emocionante! Hay mucho que aprender mientras prepara a su hijo para esta transición.

Se llevará a cabo una noche de presentación para los padres de familia de estudiantes de 5º grado y para estos estudiantes. Aquí le mostraremos cómo nuestro programa de la secundaria de Nueva Tecnología de Goshen podrá beneficiar a su hijo.

Fecha:            Jueves, 4 de octubre de 2018

Hora:              6:00-7:30 p.m.

¿Dónde?         En el auditorio, la cafetería y los salones de Nueva Tecnología de la Secundaria Goshen Middle School

En este evento, usted podrá:

  • Aprender sobre el enfoque y la preparación para la universidad de nuestra programación.
  • Aprenda cómo el plan de estudios de Nueva Tecnología y nuestro modelo de aprendizaje basado en proyectos y en la resolución de problemas prepara a los estudiantes a cumplir con los requisitos para recibir un diploma IB al pasar a 11º y 12º grado en GHS.
  • Aprenda cómo nuestro programa de Nueva Tecnología satisface las necesidades de nuestros estudiantes de alto rendimiento académico, de nuestros estudiantes con necesidades especiales y de nuestros estudiantes del idioma inglés.
  • Reúnase con las profesores, orientadores escolares, personal de apoyo, directores y subdirectores, y descubra por qué creen que este modelo de aprendizaje prepara a nuestros estudiantes a ser productivos y exitosos adultos.
  • Realice actividades interactivas relacionadas con nuestros proyectos y con el programa

“The Nature of Life is to Grow” (9) GMS 6th Grade

Today we visited a couple of Goshen Middle School New Tech 6th grade classrooms, to get a glimpse of what 6th graders are learning and doing in GCS. The Social Studies and English classes of the 6-1 team are currently working on a project about Dia de los Muertos (the Day of the Dead). Each student group chose one Hispanic person who had positively shaped the world to study for their project. They will showcase their current projects on November 1st at the Dia de los Muertos: A Showcase of Hispanic Heritage. The showcase will be open from 6:00-7:30 p.m., and will give students a chance to speak to attendees about the person they have chosen to study.

The students in Mrs. Krista Troyer’s class were working on the vocabulary associated with their project, looking at words such as globalization, cultural diffusion, and duality. One specific word that the students were learning is ofrendas, which is the tradition connected with the holiday that includes building private altars to honor the deceased. Once the students choose their important Hispanic figure, they research the person so that they can then develop an ofrendas for their chosen person.

The students played a team vocabulary game on their computers where they had to match vocabulary words with the correct definitions. The students played in different teams, and could see on the big screen which group was leading at all times. The game was set up so that if the students missed a definition, they got sent back to level 0, so while speed was a necessity, so was accuracy. The students played several rounds of the game, which got faster as the students became more familiar with their vocabulary words.


Mrs. Troyer and Mr. Jared Leaman are both teachers on the 6-1 team, and both of them had these 6-1 Team Norms posted in their classrooms: Be prepared; Pay attention to the speaker; Respect others and materials; Be honest and truthful; Practice a growth mindset; and Use downtime to thrive.

As part of their Ancient History state standards, the students are looking at how Dia de los Muertos evolved between the Catholic church and the Aztecs from Central and South America, and how the (now) Mexican holiday, which typically runs from October 31-November 2, coincides with Western Christianity’s All Saints Eve.

As the students research their historic Hispanic figure, they are looking for the following information: Who? What was his/her early life? What is he/she famous for doing? Where in the world were they famous/where did they spend their time? Character traits, and Fun Facts about their chosen figure.

Mr. Leaman said that the students use their computers to research their subjects, but that he provides the students with a list of approved sites because “if they simply google someone, they may come up with 7 or 8 inappropriate or unreliable resources before they find credible, appropriate websites that they can really use.”

This student hadn’t thought about it, but the other students at his table thought it was pretty funny that he was wearing a skeleton shirt while working on a Dia de los Muertos project.

In Mr. Leaman’s classroom, the students were using Flexible Seating as they worked on their projects, which provided several opportunities for students to work in the ways that made them more comfortable. The norms for using Flexible Seating: Use items to help all learn; Flexible seating is a privilege, not a right; and All students have flexible seating needs.

In Mr. Leaman’s room, there was also a #classroombookaday chart. When asked about the chart, the students explained that Mr. Leaman reads one book aloud to the class every day, and then they discuss the book together. Mr. Leaman then puts a small “cover” of the book in a square for each school day. It is a good way for students to hear and learn about new books, keep track of days, and to know where they are at in the school year.

Goodness, 6th grade students seem very busy! They are learning about ancient civilization, learning new vocabulary words in both English and Spanish, using technology to build their research skills, completing writing assignments, and managing a new schedule where they move from room to room instead of staying with just one teacher. 6th grade can be a challenging year for students with lots of changes and transitions, but just a couple of months into this current school year, it seems like these 6th grade students have adjusted and are well on their way!

Elementary Soccer Tournament

175 students played in the elementary soccer tournament on Saturday morning, September 29th. The Model (gray) team won the A bracket and the Waterford (white) team won the B bracket.

Thank you to all of the elementary students who participated, to the teachers and sponsors who served as coaches, to members of the GHS varsity boys and girls soccer teams who served as referees, and to the families who came out to support their children in this community event.

Chandler Chase 5K Run/Walk-Oct. 6

The Chandler Chase 5K Run/Walk will be held on Saturday, Oct. 6, 2018 at 10:00 a.m. at FIDLER POND, located at 1349 Lincolnway East, Goshen, IN.

Participants will follow an 8-foot wide, crushed-stone track around the pond. It is a 1.5 mile long loop. 5k runners will complete 2 laps. Walkers will complete 1 lap. This run is FREE but your donations will help Chandler Elementary School get a much needed new playground! For a $15 donation you will receive a student-designed T-Shirt. Shirts will be available at the school 2 weeks after the event.

REGISTER online at: http://RunSignUp.com/Race/IN/Goshen/ChandlerChase or on the day of the event starting at 9:00 a.m. Online registration ends October 4, 2018.

Water and a snack will be provided. QUESTIONS? Please contact Megan McClellan (mcclellanniger@gmail.com).

The Nature of Life is to Grow (8)-Elementary “Specials”

To find out what the elementary students are doing and learning in their “specials” (music, art, P.E., computer, and media center), we visited West Goshen Elementary. What we discovered was that the students are learning so many things that they will use later on in their GCS career. But since they are learning the skills by playing games and having fun, they may not even realize they are building a foundation for band, orchestra or choir, or AP/IB art, Winter Guard, Computer Repair, high school athletics, or Percussion.

The teachers of the special classes are also encouraging students to find and use their creativity in new ways.

Below, West Goshen music teacher Angie McLaughlin was teaching students how to read rhythms by having them “Say it, tap it, and clap it”. The students were also learning to recognize whole notes, half notes, quarter notes, eighth notes, sixteenth notes, and rests. They played a little game where it was Mrs. McLaughlin vs. Mrs. Park’s class, and the students won 4-1 because they did a great job clapping out the rhythms and made hardly any mistakes.

The 2nd graders’ goals for the day were: I can clap rhythms, I can sing while matching pitch (high/low), and I can keep a steady beat with a song. Mrs. McLaughlin explained that the students were working toward their goals by playing games and practicing their music skills, “by singing and by keeping a steady beat”. They learned the song “Charlie Over the Ocean” and then practiced keeping the beat with the song while not clapping on the rests.

Once they had learned the song, Mrs. McLaughlin said they would play a game using the song and some of the instruments in the room. “It will be kind of like Duck, Duck, Goose, but we will be singing our new song and keeping the beat with our hands and our instruments.” The student who was “it” went around the circle tapping classmates on the head to the beat of the song. On the last beat of the song, the student who was tapped and the student who was “it” raced around the circle in opposite directions. The person who got back to the spot in the circle last went over to the instruments to help keep the beat there, and then the students kept rotating to the instruments, through all of the instruments, and then back to the circle.

The students did a great job playing the instruments, and they learned about a new instrument called the Slap Stick. They had a great time with the slap stick. The instrument only made one sound, but it was a very loud, very satisfying smack!

Next, we moved on to the art class…When students enter Ms. Crystal Butler’s classroom it is filled with color, shapes, and elements of art, with color names displayed in both English and Spanish.

Ms. Butler asked the students if they remembered what they had talked about the last time they met for art, and the students remembered that they were talking about patterns, or a “repeating design”. They gave examples of things that could be used to make patterns, including lines, letters, colors, numbers, pictures, names, and shapes.

Ms. Butler explained more about the use of patterns in the making of art, and used technology to demonstrate one of the ways patterns could be used in their lesson for the day.

The students got their papers, and then got to choose if they wanted to work with paint, markers or crayons. Once they had chosen what they wanted to work with, they got busy making their own patterns and designs.


And hey, it was this student’s birthday. So, happy 7th birthday to you, young man!!

From there, we went to the gym where the students were using ribbons and patterns to lead their activity and movements. Their goal for the day: Become more knowledgeable about ribbon movements and use the skills of a communicator with my group to create and perform a ribbon routine.

After they had mastered the circles, squiggles, figure eights and other patterns on their cards, they added jumping to their ribbon movements, increasing the difficulty for the students.

And all too soon, it was time for the students to go back to the classroom.

This is only a brief glimpse into what elementary students do in their “specials” classes, as they dig into art, music, computer, P.E., media center, and for some, a foreign language. The students are building a good foundation for the subjects they will study later on at GMS and GHS. They are also being given the opportunity to try many different activities to help them discover their own gifts and interests.

What a joy it was to witness the enthusiasm of young students learning new skills and discovering new ways to express themselves. Thank you, West Goshen for allowing us one last glimpse at how elementary students learn and grow.

Next week we will begin to look at the growth and development of GMS students.

GHS Fall Play-Nov. 16, 17, & 18, 2018

Goshen High School student actors and staff directors are currently working on the GHS Fall Play Agatha Christie’s Appointment with Death. We encourage you to put this on your calendar now so that you don’t miss it! Show times and ticket prices are listed below.

November 16 & 17 at 7:30 p.m. and November 18 at  2:00 p.m.

Tickets will be available at the door. The cost of tickets: Adults:$ 8.00, Students/Seniors (65+)= $5.00, and Families: $20.00.

If you have questions, you may call Goshen High School at 574-533-8651.


FLU SHOTS SAVE LIVES, Sign up your child for a no-cost, in-school flu shot.


Your copay is $0 when you fully complete registration.

We administer the flu shot at your child’s school, so you won’t miss work.

Sign up online or by returning the attached form to your school.


A flu shot is your child’s #1 defense against the flu.

Flu shots reduce your family’s flu risk— especially babies and grandparents.

Every flu shot administration decreases your community’s risk of flu.

Sign up online: register.goshenflu.com   Questions? Call 1-800-566-0596

NOTE: If your child is under age 4 and cannot receive the No Cost Flu vaccine at school it is recommended that your child visit his/her doctor or local Health Department to receive this vaccine.

The CDC recommends a yearly flu vaccine as the most important step in preventing influenza infection. Learn more: https://www.cdc.gov/flu/


LAS VACUNAS CONTRA LA GRIPE SON LA PROTECCIÓN MAS SEGURA Inscriba a su hijo/a en la clínica de gripe de su escuela sin costo.


Su copago es del $0 al completar la registración.

Las clínicas se llevan a cabo durante el día escolar, por lo cual usted no tendrá que faltar al trabajo.

devuelva el formulario adjunto a su escuela.


Una vacuna contra la gripe es el mejor escudo de su hijo contra la gripe.

La vacuna contra la gripe reduce el riesgo de gripe de su familia, especialmente bebés y personas mayores.

Cada vacuna contra la gripe disminuye el riesgo de gripe de su comunidad.

Regístrese en línea: register.goshenflu.com  ¿Preguntas? Llame al 1-800-566-0596

NOTA: Si su hijo es menor de 4 años y no puede recibir la vacuna contra la gripe sin costo en la escuela, se recomienda que su hijo visite a su médico o al Departamento de Salud local para recibir esta vacuna.

La CDC recomienda una vacuna anual contra la gripe como el paso más importante para prevenir la infección de la influenza Obtenga más información: https://www.cdc.gov/flu/