Special Programs

The Granada Hills Charter (GHC) Moderate-Severe Co-Teaching Program is a unique collaborative program that integrates students with moderate to severe cognitive challenges in one classroom with two teachers and opportunities to take classes in the general educations classes. We encourage parents of students transitioning to high school to visit our classroom, observe, and learn about our program, hands-on curriculum, and interaction opportunities with all GHC students. 

Severe/Moderate/Mild SDP2 Program is a co-teaching model classroom. Students in this program require the highest level of support. This is an academic and life skills based curriculum, where students participate in CAPA testing and typically earn a GHC Certificate of Completion. The students are given opportunities for campus work experiences in the Cafeteria, Reprographics, School Offices, and the Student Store. Electives are taken with non-disabled peers.

Students with disabilities must request accommodations through the Collegeboard in order to use accommodations on AP, SAT, PSAT exams. For more information on eligibility, deadlines, and the request process, please visit the Collegeboard website:
https://www.collegeboard.org/students-with-disabilities/eligibility

Deaf and Hard of Hearing (DHH) students are fully mainstreamed in the continuum of programs with support (sign language interpreter or aide) and take one period every day of DHH Communication Skills. Granada Hills Charter and LAUSD work in partnership to offer this unique program to students outside of the GHC residential boundaries.

The Learning Center Model is a resource program that allows students to take general education courses with support, which can include one or two periods of resource and/or skills support classes each day.

Welcome incoming ninth graders! -- What do ninth-grade students take in ninth grade?

GHC offers a continuation of programs for students with special needs. Ninth-grade student programs are designed to prepare students for the rigor of grades 10-12. All students access a rich academic course of study which includes but is not limited to English, math, biology, world languages, physical education, and a local option. The local option varies depending on the program of study and the student's needs.

Attention parents of seniors!

In order to meet the minimum GHC graduation requirements, it is important that your student pass all of the required courses with a grade of "D" or higher and attend school every day. Students who do not attend regularly, do not complete their work and earn failing grades are at risk of not passing their courses.

You may assist your child by doing the following:

• Daily monitor your child's attendance and grades in Home Access Center (HAC)
• Daily check and monitor your child's planner and look for completed homework
• Go to www.khanacademy.org for free help with math
• Go to http://www.tutor.com/ghchs for free help with homework
• Require your child to attend after school tutoring (see the back of this letter for the schedule)
• Contact your child's teachers
• Contact your child's counselor

In summary, students who are not eligible to earn a GHC diploma, may earn a certificate of completion (IEP only) and will participate in the graduation ceremony with their peers at the end of their 4th year of High School. Students who earn letter grade of "D" may also be at risk for losing their post-secondary acceptance. Go to HAC NOW to check your child's progress.

Granada Hills Charter (GHC) is unique in that most Special Day Classes are taught using a co-teaching model. Co-taught classes offer students the most inclusive experience with the support of two teachers and a Special Education Classroom Assistant. We continue to meet the changing needs of different subgroups of students with disabilities by providing them with quality targeted instruction in their areas of highest need – literacy, social, and behavioral skills – in the Least Restrictive Environment.

What is an Individualized Education Program?

Granada Hills Charter (GHC) advocates that each Individualized Education Program (IEP) held to develop, review, or revise an IEP will be conducted by a team made up of the following:

 The IEP team must include all of the following:

• One or both parents of the student
• An administrator or designee who:
  • Is qualified to provide or supervise the provision of special education
  • Is knowledgeable about the general education curriculum
  • Is knowledgeable about the availability of the resources of the District
  • Has the authority to commit District resources
• At least one special education teacher of the student, or, if appropriate, special education provider of the student (the language and speech specialist, if the student is only receiving language and speech services)
• At least one general education teacher of the student, if the student is or may be participating in the general education environment
• A person who can interpret the instructional implications of the assessment results (may be one of the above)

When appropriate, the IEP team shall include the following:

• At the discretion of the parent or the school, other individuals who have knowledge or special expertise regarding the student, including related service personnel
• For a student who is suspected of having a learning disability:
  • At least one person qualified to conduct individual diagnostic examinations of students (e.g., school psychologist)
  • At least one person, other than the student’s general education teacher, who observed the student’s academic performance in the general education classroom setting (e.g., special education teacher, school psychologist)
• When a Functional Analysis Assessment (FAA) has been conducted:
  • A Behavior Intervention Case Manager (BICM)

Parents can request an oral interpreter or sign language interpreter for the meeting and a written translation.