The minimum standards for acceptance to most four-year colleges are: four years of English, three years of social studies, three years of mathematics through Algebra II, three years of laboratory science, two years of the same world language, and one year of fine arts.

Graduate with Honors

Students who graduate with a cumulative GPA of 3.80 and above after seven semesters will graduate with honors. This distinction will be noted in the graduation program and on the student’s diploma.

Students who have participated with distinction in various student organizations at Central Catholic will be recognized at graduation with honor cords, stoles, and medals. The criteria for achieving this distinction will vary between organizations. Each of these distinctions will be noted in the graduation program.

Students are required to be enrolled in a minimum of six credit classes each semester. Students will need to enroll in more than six classes for two years in order to meet the graduation requirement. Students may not be enrolled in more than one of the following per semester: peer mentor, office assistant, teacher assistant, or study hall.

The minimum standards for many four-year college acceptances are: four years of English, three years of social studies, three years of mathematics through Algebra II, two years of laboratory science, two years of the same world language, and one year of fine arts.

Advanced Placement Classes (AP)

All AP courses follow a college-level curriculum prescribed by the College Board. Since these courses move at an accelerated pace that is demanding and will require additional hours of study, Central Catholic recommends that students consider carefully and limit their enrollment of AP courses to a manageable workload in order to stay balanced and minimize stress. Advanced Placement classes culminate in a national exam given by the College Board. Scores on the exam may qualify students for college credit or advanced standing as determined by the colleges. All AP students are strongly encouraged to take the AP exam. Students will be awarded a greater weighting in their GPA based on the increased expectation of these courses. There is an additional fee for each AP exam. AP course textbooks are college level and are therefore more expensive through the bookstore

AP Exam Registration

Students must register for exams online through myap.collegeboard.org at the beginning of the school year using information provided by their AP teacher(s). Students wishing to take an exam in a subject not taught at Central Catholic should contact the AP Coordinator for registration information.

The deadline to register is seven weeks after the start of the school year. Exam fees will then be billed to the student’s account. There are no refunds for the processing fee portion of the exam after the seven-week deadline. There is an additional late fee assessed for students who register for an exam after the deadline.

The fee for each exam is set by the College Board, and a reduced fee is available for those who are eligible to participate in the Federal Free or Reduced-Price Lunch Program. Exam fees and schedule can be found at apcentral.collegeboard.org.

To take an AP Exam with accommodations for documented disabilities, a student must be approved for accommodations by the College Board’s Services for Students with Disabilities (SSD) office. Having an IEP, 504, or school support plan does not automatically constitute authorization for testing accommodations; students must be approved by the College Board. Please consult your counselor or the student support coordinator immediately to pursue testing accommodations.

Advanced Placement/Honors Approval (AP)

Students are allowed to take three AP and/or Honors courses in one academic year. Any request beyond three courses must be approved by a committee before classes begin in the fall semester. Submissions for approval should be submitted to the Assistant Principal of Curriculum Design and Instruction.

• What students should consider before choosing to take an Honors/AP class:

• Do I have a high level of interest in this matter?

• Do I want to explore this content in more depth?

• Am I willing to engage more time, do more work, and strive to meet the higher standards?

• Do I have the time to commit to this class and still meet my obligations to family, church, friends, activities, sports, and work?

• Can I balance the stress this class may cause?

• Is it okay if I do not earn an “A” in this class?

• What other Honors/AP classes am I planning to take?

Academic objectives in an academically rigorous school depend heavily on work performed at school and at home. Homework as an opportunity for practice for the Central Catholic student is not limited solely to written work; it also includes reading, study and preparation for exams, projects, reports, and presentations. etc. One to two hours of homework/study time can be expected each evening. Homework is expected to be neat and completed in accordance with the directions given by the teacher.

Classroom and homework assignments are the responsibility of the student. Students should contact their teachers and check Canvas regarding missed classwork, homework and tests, and should expect to turn in the homework or take the test during the next class meeting. In extreme circumstances, such as hospitalization or long-term illness of more than one week, school counselors will support students in gathering information relative to missed work. In these cases, homework and tests should be made up within two weeks of the student’s return to school.

Student Work Ethic

Classes at Central Catholic require students to:

1. Work independently without detailed instruction. Students are responsible to ask questions and seek help when they do not fully understand the material. Students must be prepared to spend a significant amount of time on homework and practice.

2. Develop personal commitment and a strong work ethic. Students must participate in discussion and activities, actively engage in the learning process, and commit themselves to doing their best.

3. Value learning. Students must learn from mistakes, cope with ambiguity, and think through complex questions.

4. Maintain a positive attitude. Discomfort with new tasks and concepts is normal, but students must be willing to take risks and do their best on work they may not like. Students should strive to see the purpose behind the work.

5. Be willing to analyze their work in detail. Students must not limit themselves to the assigned material, but continually strive to learn more by engaging in outside reading, attending lectures, doing additional research, etc.

6. Be present in class. Excessive absences and tardies, regardless of the reason, seriously detract from a student’s ability to master the course material and experience the fullness of the Central Catholic educational experience.

7. Act with integrity. When a student puts his/her name on homework or an assignment, it means it is the student’s own work.

8. Master fundamentals. Students should have mastery of the fundamental skills of the academic discipline before entering Honors and AP classes.

Plagiarism Prevention

Copying and pasting or using someone else’s work, including AI generated work, as your own without citations is plagiarism. Any plagiarism will result in an Academic Integrity Violation (please see section 7.8.). Central Catholic High School uses the web service of Turnitin.com to allow teachers and students to check students’ work for improper citation or potential plagiarism by comparing electronically submitted student work against continuously updated databases.

Generative AI Use/Misuse

Generative AI is defined as artificial intelligence algorithms capable of generating new content in the form of text, image, computer code, video, or other modes of communication (examples include, but are not limited to, ChatGPT, Midjourney, Bard, etc.). CCHS recognizes that Generative AI is a reality of our students' learning context today and in the future. It is the policy of Central Catholic HS that Generative AI may be used by students in ways that do not violate our Academic Integrity Policy if authorized by faculty and staff. Faculty and staff will make clear to students when receiving assistance on course work is authorized. However, students should be aware that content created by Generative AI tools may not be factually accurate, and its unverified use could constitute "fabrication.” Unauthorized use of content created by Generative AI is considered “assistance” because it is not considered to be the "original work or ideas of the student” and is an Academic Integrity Violation.  Unacknowledged use of content or ideas created with Generative AI is considered “plagiarism.” 

TeachAI offers further guidance on usage:

Responsible Use Policy: AI Tools and Systems

• AI Output Review: Always review and critically assess outputs from AI tools before submission and dissemination. Staff and students should never rely soley on AI-generated content without review.

• Bias and Misinformation: Be aware that AI-generated content may posses biases or inaccuracies. Always verify AI-produced results using trusted sources before considering them academic work.

• Safety and Respect: Users must not use AI tools to create or propagate harmful, misleading, or inappropriate content (note: this may also be added to a student code of conduct or bullying/harassment policy).

• Transparency: Any use of AI to aid assignments, projects, or research must be declared.

• Usage: AI tools will be used for educational purposes only. Misuse or malicious use of AI technologies will lead to disciplinary action.

Academic Integrity Policy: AI Assistance

• Assessments: AI tools may be used as a tutor or studying assistant to prepare for assessments, such as exams or quizzes, but not in the context of completing exams or quizzes unless explicitly stated.

• Assignments: Teachers are responsible for clarifying appropriate or prohibited uses of AI tools. Teachers might allow the limited use of generative AI on entire assignments or parts of assignments. They should articulate why they do not allow its use in other assignments or parts of assignments.

• Bias and Critical Thinking: Teachers and students alike should critically evaluate AI-generated content for potential biases or inaccuracies and understand the limitations of AI and the importance of cross-referencing with trusted sources.

• Citations: Any AI-generated content used in assignments must be appropriately cited; its use must be disclosed and explained. As part of the disclosure, students may choose to cite their use of an AI system using one of the following resources:

  • • MLA Style - Generative AI

    • APA Style - ChatGBT

    • Chicago Style - Generative AI

• Plagiarism: AI tools may be used for brainstorming or preliminary research, but using AI t generate answers or complete assignments without proper citation or passing off AI-generated content as one's own is considered plagiarism.

• Use of AI Detection Tools: At present, technologies that claim to detect content developed by generative AI are not sufficiently accurate to make reliable determinations of cheating and plagiarism. Therefore, while some teachers might use such systems to inform the feedback they provide to students about improving their writing, we discourage reliance on these systems to determine responsibility in cases where plagiarism is suspected.

Central Catholic recognizes that, as with all new technology, there are both challenges and opportunities inherent in the advent of Generative AI.  Generative AI is also a rapidly changing and evolving field; and at a pace often faster than any specific codified policy can keep up with. To better support students in this evolving context, faculty and staff will have access to guidance and resources on teaching and learning in the context of Generative AI that is regularly updated. 

*See section 7.8 for accountability process for the above policy

Student has done passing work but has been unable, because of illness or other unavoidable causes, to complete the work required for the course. An Incomplete must be made up within six weeks of the end of the semester for which it was issued.

All grades for teacher assistants, office assistants, and peer mentors will be either Pass or No Pass.

Honors Points

Honors Points are awarded for honors and Advanced Placement (AP) courses. These classes are designed for self-motivated students and cover a greater depth and breadth of material than regular college prep courses. Enrichment topics are added. Standards in reading, writing, calculation, and critical thinking are higher. More independent learning takes place. Students should expect more homework in these courses and will be awarded a greater weighting in their GPA based on the increased expectations.

Physical Education Participation

Due to the participatory nature of the class, students are required to make up missed class time. Students who are unable to participate due to medical reasons are expected to provide a note from their doctor to their counselor and the Assistant Principal of Curriculum Design and Instruction. Depending on the nature and length of the condition, an alternative activity may be determined in consultation with the instructor or the course may be dropped to complete during another semester. In certain circumstances a waiver may be issued.

Grade Point Average

A student’s grade point average (GPA) is determined by dividing the total grade points earned by the number of credited courses carried for a given academic semester. Semester grades and GPA will be rounded up to the nearest percent.

Grades for Honors and Advanced Placement classes are weighted to reflect the increased difficulty of these classes.

Grade Reports

All work completed during the semester counts toward the final semester grade. There is one school-wide progress reporting period during each semester at nine (9) weeks (P1: fall semester and P2: spring semester). Progress reports will be e-mailed and current grades can also be viewed on Canvas. A permanent semester grade is issued for the fall and spring semesters (18 weeks). Semester grades can be viewed on Canvas and an e-mail notification will also be sent to parent(s) or guardian(s). Semester final exam grades can be viewed through Canvas and will not be on the semester report card or on a student’s transcript. Any grade C or below will have a comment from the teacher of the course.

Central Catholic monitors grades through a six and 12 week informal grade check. See section 4.8 for Early Intervention information

Credit Retrieval and Recovery Credit Retrieval

A student who receives an “NG” in a required course at Central Catholic High School must establish a plan before the start of the next school year with the Assistant Principal of Curriculum Design and Instruction to appeal for an incomplete (See Appendix 1) or retake the class. The student’s counselor is available to help with this process. Depending on the course/situation, the student may repeat the class at Central Catholic or, with the Assistant Principal’s prior approval, take an approved evening school or summer school class. Online courses may be considered for “D” grade recovery. In the case of credit retrieval, the original “NG” will remain on the transcript and is not factored into the GPA. It is the student’s responsibility to provide the school with an official transcript of all make-up courses.

“D” Grades

A “D-” is considered passing at Central Catholic High School. Grades lower than a “C-“ in a core subject area may have a negative impact on college admission requirements for Oregon Public Universities (OPU), Be advised that colleges have different requirements and you are encouraged to be in communication with those colleges you are interested in attending.

If a student receives a “D” grade in a class needed for advancement or to meet the OPU requirement, the class may be repeated at Central Catholic or, with prior approval from the Assistant Principal of Curriculum Design and Instruction, the course may be taken from another approved institution. In this case only, online courses be considered for approval. The original class and grade will remain on the transcript. The new class will be noted on the transcript, but will have no impact on GPA or credits.

Incomplete (I) Grades

An Incomplete is awarded when a student has not fulfilled course requirements due to extenuating circumstances. There must be reasonable justification for granting an “I,” which include but are not limited to:

• A medical condition (mental or physical) impacted the learning during that semester

• Student is missing a required summative assessment

• Unforeseen circumstances occurred beyond the control of a student and/or their family that impacted their attendance or ability to fully access their learning.

In such cases, the student is expected to complete the requirements within six weeks of the date that the Incomplete was awarded. It is the student’s responsibility to complete the appeal process (see Appendix I) and submit the request to the Assistant Principal of

Curriculum Design and Instruction. An Incomplete that is not corrected within the six-week time span becomes a “NG” unless special arrangements are made with the Assistant Principal of Curriculum Design and Instruction, and the teacher involved.

Credits for College Courses

Occasionally students will take college courses while enrolled at Central Catholic. Students need prior approval from the Assistant Principal of Curriculum Design and Instruction. Credit will not be given on the Central Catholic transcript except in the case of credit retrieval. In this instance, a college level course of three or more quarter credits will be equivalent to a semester course (.5 credit) at the high school level.

Grade Changes

Semester grades are recorded on the student’s permanent transcript. Any potential change of a semester grade must occur within one year of the time the grade was issued. Students should use the appeal process to initiate a request for a grade change. The grade change must be verified in writing by the teacher involved and approved by the Assistant Principal of Curriculum Design and Instruction. (See Appendix 1 for appeal process).

Consistent Assessment Practices

At Central Catholic High School, instructors integrate consistent, transparent, and equitable assessment practices to enhance student learning. Students can expect the following assessment practices in their courses:

• Instructors of the same course should have aligned assessment practices.

• Extra credit will not be offered or given to make up for a low score or missing work. Extra credit is not a valid assessment of student learning.

• Late work may be submitted until the end of a unit of study, but it can incur a credit deduction in the “Organization and Preparation” category. By the end of a unit of study, all student work labeled “Missing” in Canvas will be converted to a zero. All late work must be submitted two weeks prior to the end of the semester. Summative assessments must be completed to complete a course.

• Any summative assessment that is missed due to an excused absence will need to be completed within two weeks of the original assessment date. Students who do not meet this expectation will be required to attend After School Study Lounge daily to complete the assessment.

• Clear assessment criteria and expectations will be provided to students for summative assessments so students know how to demonstrate their learning.

• Grading categories are: “Summative Assessment,” “Formative Assessment or Practice,” and “Organization and Preparation (may include Participation as well).” “Summative Assessment” and “Formative Practice” should total 90% of the grade and “Organization and Preparation” should be 10%.

• Both formative and summative assessments should be varied in nature so students who have different learning styles have different opportunities to demonstrate learning in their preferred mode. Additionally, there needs to be an appropriate number of opportunities to demonstrate learning in each category.

• For summative assessments (not including semester finals or final drafts of junior thesis papers), at least one opportunity for re-learning and re-assessment should be provided to any student scoring below a 90%. A clear process and format for re-assessment should be explained to all students at the beginning of the course. Re-assessments should be open to any student who scores below a 90% on the initial assessment attempt after consultation with their teacher. The re-assessment process is typically student-driven. Re-assessments must take place within 2 weeks of receiving the initial assessment score.

End of Semester Assessment/”Academic Culmination Week”

All courses at all levels will conclude with a meaningful, rigorous learning experience during “Academic Culmination Week.” This final day of learning may take the form of a summative assessment, in many cases a final exam, but other assessment practices, based on the decision of the teacher, will be utilized as well. Through this process, students learn how to study, apply knowledge, develop critical thinking skills, and take examinations in preparation for college. Final exams also provide a culminating learning experience at the end of each semester for juniors and seniors. Students attend 90 minute assessment sessions in each of their classes and the school day is shortened to create extra time for preparation.

Students must take their semester final exams during the regularly scheduled time. The exam dates are listed on the school calendar as “Academic Culmination Week” and are posted on the Central Catholic website. Semester final exams will not be administered prior to the scheduled exam date and time. Seniors take their second semester final exams in class prior to graduation. Teachers do not have the authority to change final exam times. Any student who requests an exception to this policy needs to contact the Assistant Principal of Curriculum Design and Instruction through the appeal process outlined in Appendix 1.

Participation in the end of the year senior events, particularly Commencement, is a privilege that must be earned by the student. Therefore, in order to participate in the Senior Awards Assembly, Baccalaureate Mass, and Commencement, a student must have earned the academic credits necessary to graduate, be in good standing with the business office, the library, and the Dean of Student Management regarding behavior and attendance, and must have completed their Christian Service requirement. Students who have not met these requirements for graduation will not be permitted to participate in the end of the year senior events.

Students who have failed to meet academic requirements for graduation may petition in writing to the Assistant Principal of Curriculum Design and Instruction through the appeal process (see Appendix 1) to participate in senior activities. Students who have failed to meet Christian Service requirements may petition in writing to the Dean of Student Life in order to participate in senior activities.

Only honor cords, stoles and medals awarded by Central Catholic may be worn at graduation. Student organizations wishing to be considered for an honor cord must submit a written proposal (see Appendix 2) no later than April 1 to the Dean of Student

Life to be considered for the current graduation year. All approved honor cords, stoles, and medals will be provided to students of distinction at no cost.

Student Support Services works with over 100 students with specific learning challenges. Central Catholic believes that students learn best when provided appropriate opportunities to be successful in the general education classroom. Students in Student Support Services are enrolled in a range of college-preparatory courses, including general education courses, honors, and AP courses. All students with proper documentation are served through an Academic Accommodation Plan (AAP) that offers limited academic accommodations.

Our goal is to maintain a high level of achievement for all students. We wish to recognize, acknowledge, and respond to our students’ strengths, challenges, and learning abilities in order to help them be successful. Our services are designed to assist students with learning challenges to succeed within the general education curriculum with the least restrictive support.

Student Support Services provides three different plans which are determined based on the student’s diagnosis. Only students who are eligible are offered accommodations. Similar to the collegiate-level, students with accommodations are expected to self- advocate for their accommodations. Student Support Services acknowledges previous academic learning plans (Private School Learning Plan, 504 Plan, or IEP), but cannot guarantee that all accommodations and supports are transferable to Central Catholic’s accommodation plans.

Please reference the Initial Intake and Disclaimer Form for student expectations on how to access accommodations, found on the Central Catholic High School website. Parent/guardian and student signatures are required prior to building an accommodation plan.

How Students Qualify for Support Services

Students can obtain eligibility to receive support services in one of the following ways:

• Families must provide Student Support Services with documentation from either a healthcare professional, psychological evaluation report, and/or Individualized Education Program, IEP (if they attended a public school). Valid documentation must be within three years of entering Student Support Services.

Upon receiving the above described documentation, a Student Support Team learning specialist will review and evaluate submitted documentation. Following review, the parent will be contacted and a meeting will convene to draft a similar learning plan specific to Central Catholic.

• Students are referred through the Student Intervention Team after a data collection period to undergo an evaluation for a learning difference or disability. Once parents provide school staff with an indication of a suspected learning difference or disability, our specialist will work with the family and a school-based team to evaluate eligibility and needs.

Plans need to be evaluated once a year as a team to stay current at Central Catholic.

A student will be placed on Academic Assistance if she or he earns less than a 1.8 GPA or two NG grades at the end of any semester grading period.

A student on Academic Assistance:

1. Will meet with the Student Success Team to create an academic assistance plan which could include: mandated grade in-progress checks, after school study hall, and other interventions to support the student’s academic success.

2. Is ineligible to participate in co-curricular activities until the student completes the terms of their academic assistance plan.

At the end of the semester of Academic Assistance, the student will either be removed from assistance if they meet a 1.8 GPA with no more than one “NG” grade, or be dismissed from Central Catholic High School with an opportunity to appeal. If a student at a later date qualifies for Academic Assistance a second time, they will be dismissed with an opportunity to appeal (see Appendix 1 for the appeal process).

Any student who earns three (3) or more NG grades in one semester will be dismissed with an opportunity for appeal for re- admittance. If a student is on Academic Assistance for two semesters and fails to meet the grading criteria for a third semester, the student will be dismissed with no opportunity to appeal.

A student whose GPA falls below 1.8 or has two NG grades during any grading period and who has an Individual Learning Plan will go before the Student Support Team for academic review. The Student Support Team will determine the appropriate plan for intervention.

Student Intervention Team (SIT)

The Student Intervention Team’s primary function is routine, structured problem solving in conjunction with teachers requesting assistance, and the resolution of student-centered problems. The Student Intervention Team works effectively with other teachers and staff members, analyzes student problems, and designs interventions powerful enough to effect the desired change. The functions and services the team provides vary with the needs of the individual student.

The SIT has a vital role in creating a high achieving school as expressed in the following goals:

1. Enable teachers to teach students more effectively.

2. Enable students to acquire academic and social competencies, achieve standards, and become independent learners for life.

3. Create a collaborative culture among all staff.

The Student Intervention Team should not be viewed as a gatekeeper to the special education process or to a modified diploma.

Academic Appeal Committee

The Academic Appeal Committee is composed of the Assistant Principal of Curriculum Design and Instruction, Dean of Student Management, a counselor, and two faculty and staff as assigned. The committee will convene as necessary and rule on issues related to academic dismissal of students. The decision of the committee is presented to the principal for final approval.

Early Academic Success Intervention

As an intervention before Academic Assistance, students who have two NG grades or any combination of three D grades and/or NG grades for the six 6 week informal grading period will be referred to the Student Success Team. Interventions may include: required attendance at structured school support available before school and after school three days a week, mandated grade in- progress checks, and other interventions to support the student’s academic success until grades are a C- or better.

Structured support after school is offered Monday through Thursday from 2:45 – 3:45 p.m. Students may use the time to study and review in a quiet environment, utilize the help of student tutors, or see teachers for assistance.

Grade In-Progress (GIP)

Grade in-progress checks are monitored through Canvas and are part of a weekly check-in with an advisor from the Student Success Team.

Because each person is unique and has special needs in achieving success in a rigorous school environment, Central Catholic High School provides a variety of curricular options. Each spring, students forecast classes for the following school year. Because staffing and course offerings are based on the numbers generated by this process, students and parents are expected to put serious thought into forecasting. Only changes needed to place the student at the appropriate level will be made after the forecasting process is completed. Students are encouraged to talk to parents and teachers regarding possible course selections. Time will be provided for students to meet with counselors and to complete the online forecasting process. This will be referred to when discussing any future schedule changes. The online forecasting process will be used as the official communication to Central Catholic about each student’s curricular needs.

Schedule changes are strongly discouraged. They are only considered when unique circumstances arise, so students must choose their courses decisively and wisely. In the event students are misplaced, they may request a schedule change. In this case, the change can only occur if there is space in the new class. There are no schedule changes in the second semester except to drop a course and take an approved elective, this must occur within the first week of the semester. There will be no schedule changes based on teacher preference.

To complete an approved schedule change, a student must:

1. Obtain a signed Schedule Change Form from their counselor.

2. Obtain signatures of the teachers involved in the change.

3. Obtain parent or guardian signature as an indication of approval.

4. File the Schedule Change Form with the Assistant Principal of Curriculum Design and Instruction for approval and signature.

A schedule change is not effective until the Assistant Principal of Curriculum Design and Instruction and the counselor have approved the request and the student receives confirmation of their new schedule.

Scheduling Process

Students are encouraged to talk to teachers and their counselor to gain an understanding of the courses available, their ability to handle the course work, and their standing in relation to graduation requirements. Students and parents should discuss future goals, a balanced and healthy course load, and the classes they think would be most beneficial in meeting these goals. Student worksheets, sustainability forms, parent signatures, and the online forecasting process must be completed by the designated forecasting date. Students who fail to complete their online forecasting will jeopardize their chance to receive their first choice course requests. Detailed instructions and information about forecasting are shared through the website. 

Counselors are available before school, during lunch, and after school to answer questions about the forecasting process. Once forecasting is complete and the schedule has been built, students and parents will be able to view the student’s schedule for the upcoming year on Canvas before the start of school in August. Students and parents should make sure that the courses selected are appropriate and meet the student’s particular curricular needs.

If an insufficient number of students forecast for an elective course, the course will be dropped. In this case or when classes are full, counselors will look to the alternate courses on the forecasting sheet to complete a student’s schedule.

Drop/Withdrawal Policy

Course changes may only occur during the first week of each semester. No new courses can be added after the first week of classes in the first or second semester. Level changes supported by the teacher can occur up to four weeks in the first semester. A student’s transcript will reflect one of the following marks:

1. If the withdrawal occurs within the first week of the semester, no mark is recorded on the transcript

2. If the withdrawal occurs, which is not a level change, after the first week of the semester, a mark of W (withdrawal) is recorded on the transcript.

Any changes to a student’s schedule must be due to compelling circumstances. An example of a compelling circumstance would be a medical issue that would necessitate a change to a student’s schedule in the interest of their personal health and well-being. In this example, documentation from the student’s physician would be required prior to adjusting a student’s schedule and should go through the Assistant Principal of Curriculum Design and Instruction through the appeal process (see Appendix 1).

A change of mind, lack of motivation, failure to obtain in-school or outside tutorial support, unsatisfactory academic performance, desiring an easier second semester schedule, request for a different faculty member, and/or requests for a different class period are not compelling circumstances.

Seniors: It is imperative that any level changes or dropped classes for an approved elective be communicated with colleges you have been admitted to, or are still in the process of applying to. If this is not done, a college or university may deem an application inaccurate, which could negatively affect the admission process.

All sophomores and juniors participate in National Testing Day in October. Freshmen participate in their mandatory Freshman Day Retreat on the same day as National Testing. Test results are reviewed with students and will be kept in the student’s academic file. The tests administered are as follows:

Sophomores

All sophomores take the PreACT test. The PreACT is designed to measure skills in four curriculum areas: English, Mathematics, Reading, and Science Reasoning. This test can provide an early indication of the student’s educational progress in view of the educational and career options he or she is considering after high school. The test will be taken electronically. Results may also be used by students to prepare for the ACT (taken in the spring of their junior year). For students who would like to take the PSAT for practice in the spring, arrangements can be made with their local area high school or Central Catholic High School.

Juniors

All juniors take the PSAT. Test results are returned to students in their English classes and may be used to help prepare for the SAT. Counselors use the testing results from previous years to develop a post-secondary plan for each student. Students are encouraged to take the SAT and/or ACT in the spring of their junior year. Registration materials are available from the college counselor. In the second semester, students begin working directly with their college counselor.

Seniors

Seniors register to take the SAT I/II or ACT as needed. They are not required to be at school on National Testing Day and are encouraged to visit college campuses on this day. Seniors may also use this time to prepare college and scholarship applications.

Central Catholic High School abides by the provisions of the Buckley Amendment. Noncustodial parents will be given access to the academic records and to information regarding academic progress of their children, unless there is a court order specifically stating that the noncustodial parent is denied access to such information. The parent responsible for the registration process is obligated to share appropriate contact information for the noncustodial parent with the school and provide appropriate documentation as a part of the registration process.

Transcripts

Transcripts are permanent records of all courses taken and semester grades earned while a student is at Central Catholic. This record is maintained by the registrar and represents the school’s record of each student’s academic performance. Student rank will not be listed on the transcript. Students must request to have official transcripts sent to colleges or universities. There is no charge for the first two transcripts. Unofficial copies are also available upon request.

Honor Roll and Academic Awards

Central Catholic’s Academic Honor Roll is comprised of those students who earn a grade point average of 3.80 or higher. Each student who qualifies for Honor Roll after the first or second semester will be honored with a certificate. Students who earn a 3.8 or higher for both semesters will be invited to an Academic Awards Night in the fall of the following school year. Seniors will be recognized at the Senior Awards assembly prior to graduation.

Valedictorian and Salutatorian

The graduating senior with the highest weighted cumulative grade point average at the end of the seventh semester is honored as the valedictorian of the class. The graduating senior with the second highest weighted cumulative grade point average at the end of the seventh semester is the salutatorian of the class.

Honor Cords, Stoles, and Medals at Graduation

Students who have participated with distinction in various student organizations at Central Catholic will be recognized at graduation with honor cords, stoles, and medals. The criteria for achieving this distinction will vary between organizations. Each of these distinctions will be noted in the graduation program. Only honor cords, stoles, and medals awarded by Central Catholic may be worn at graduation. Students can engage the appeal process for other considerations (see Appendix 1)