Pupil Personnel Services

The Pupil Personnel Services (PPS) Department oversees several programs and services offered within the school district in grades Kindergarten through grade 12. The department is responsible for the evaluation, placement, and service provision of and for students with disabilities as defined by the Part 200 of the Commissioner’s Regulations and IDEA (Individuals with Disabilities Education Act). This act mandates a free and appropriate education in the least restrictive environment.
The Committee on Preschool Special Education, the Committee on Special Education, English as a Second Language services, tutoring services, health-related services, social worker services, psychological services, speech and language services, occupational therapy, physical therapy, foster care, McKinney Vento, and residency are all governed and coordinated through the
PPS Office.

Pupil Personnel Services Office

The Pupil Personnel Services (PPS) Office oversees several programs and services offered within the school district in grades Kindergarten through grade 12.

The Committee on Preschool Special Education, the Committee on Special Education, English as a Second Language services, tutoring services, health-related services, social worker services, psychological services, speech and language services, occupational therapy, physical therapy, foster care, McKinney Vento, and residency are all governed and coordinated through the PPS Office.

Pupil Personnel Services Resources

The PPS Office has compiled resources for students and families, including: crisis supports, parent supports, teen supports, local resources, school contact information (guidance, social work and psychologist), supports for students with IEPs and the Goshen High School Virtual Zen Den on the PPS Resources page.

View the PPS Resources page.

Section 504

Section 504 of The Rehabilitation Act of 1973 requires public schools to offer accommodations for eligible students with disabilities. The accommodations help students with special health needs to participate in District programs and activities on an equal basis with their peers who do not have disabilities.

Special Education

Special Education means specially designed individualized or group instruction or special services or programs provided at no cost to the parent, to meet the unique needs of students with disabilities. Special education programs and services are designed to assure that children with disabilities receive appropriate and equal opportunities for educational growth.

The Pupil Personnel Services (PPS) department is responsible for the evaluation, placement, and service provision of and for students with disabilities as defined by the Part 200 of the Commissioner’s Regulations and IDEA (Individuals with Disabilities Education Act). This act mandates a free and appropriate education in the least restrictive environment. Special Education services are available through the Committee on Preschool Special Education (CPSE) for preschool-age students (ages 3-5) and the Committee on Special Education (CSE) for school-age students (ages 5-21) as prescribed under the Commissioner’s Regulations Section 200.6.

The function of these committees is to determine if handicapping conditions exist, and to make recommendations to the Goshen Central School’s Board of Education regarding special education placement and/or related services. All information is kept confidential and is accessible only with parental permission.

Committee on Preschool Special Education (CPSE)

The Committee on Preschool Special Education (CPSE) is designed to serve
youngsters between 3-5 years of age.

View the CPSE Page.

Committee on Special Education (CSE)

The Committee on Special Education (CSE) is designed to serve students
between 5-21 years of age.

View the CSE Page.

NYS Law Chapter 408

Chapter 408 of New York State Education Law requires that each teacher and service provider
who is responsible for the implementation of a student’s Individualized Education Plan (IEP), be
provided with a hard or electronic copy of their students’ IEPs.

Who should have a copy of a student’s IEP?

Building Administrator(s)
Special Education Teacher(s)
General Education Teachers
Special Area Teachers (i.e. – art, music, physical education)
Speech-Language Therapists
Building Psychologists
Occupational Therapists
Physical Therapists
Related Service Providers

Who should be informed of their responsibilities regarding the IEP, but do not receive a copy?

Teacher Aides
Other School Aides/Monitors
Bus Drivers
Bus Attendants

Each student with an IEP has a case manager who has knowledge of the student’s disability and
education program and is responsible for informing school personnel of their IEP
implementation responsibilities. The case managers inform the general education teacher,
paraprofessional (i.e., teaching assistant or teacher aide), and other provider and support staff
persons of their responsibility to implement the recommendations on a student’s IEP.

Additional Parent Members

What is an Additional Parent Member?

You have the right to request an Additional Parent Member attend your child’s IEP meeting. According to the Part 200 regulations, for school-age students, the Additional Parent Member must have a student with a disability residing in the school district or a neighboring school district, provided that the additional parent member may be the parent of a student who has been declassified within a period not to exceed five years, or the parent of a student who has graduated within a period not to exceed five years. For preschool-age students, the Additional Parent Member must have a student enrolled in a preschool or elementary-level education program.

The Board of Education appoints trained Additional Parent Members each year to serve in this volunteer capacity.

Parent Members can assist parents in understanding the IEP process and support your participation and contributions to the IEP meeting. A parent member goes through training that has been developed to ensure that all members of the CPSE/CSE function effectively in their role. The training is designed to assist Additional Parent Members of the CPSE/CSE in building their base of knowledge about the Committee process and to fulfill their roles on the Committee as defined by New York State regulations.

While Additional Parent Members are not advocates, they can help parents understand and participate in the meeting by explaining procedures, asking questions, and clarifying information.

If you would like to have an Additional Parent Member attend your child’s IEP meeting, please submit your request in writing to the Pupil Personnel Office at least 72 hours before the meeting. The Pupil Personnel Office will then reach out to the next person on a rotational list to attend your meeting. If there is not a parent member available for your meeting, you can choose to reschedule your meeting to a date when one is available.

Please feel free to contact us with any questions regarding additional parent members. If you are interested in becoming an additional parent member, please reach out to us at the Pupil Personnel Office and we can help you with the process.

Departments & Services Links

PPS contact

Heather Hendershot, Ed.D.
Director of Pupil Personnel Services
Foster Care Liaison
(845) 615-6450
heather.hendershot@gcsny.org

Lina Polchinski
Assistant Director of Pupil Personnel Services
McKinney Vento Liaison
(845) 615-6456
lina.polchinski@gcsny.org