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 (6) credit classes each semester. Students will need to enroll in more than six (6) 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, intern, or study hall.

The minimum standards for many four-year college acceptances are: four (4) years of English, three (3) years of social studies, three (3) years of mathematics through Algebra II, two (2) years of laboratory science, two (2) years of the same world language, and one (1) 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 healthy and balanced. 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.

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 (7) 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 student support coordinator immediately to pursue testing accommodations.

Advanced Placement/Honors Approval (AP)

Students are allowed to take three (3) AP and/or Honors courses in one academic year. Any request beyond three (3) courses must be approved by a committee before classes begin in the fall semester. In general, students are not allowed to take more than four (4) AP courses in one semester and never without the explicit approval of the Assistant Principal of Curriculum Design and Instruction. 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. Coursework 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 coursework/study time can be expected each evening. Coursework is expected to be neat and completed in accordance with the directions given by the teacher.

Classroom and coursework assignments are the responsibility of the student. Students should contact their teachers and check Canvas regarding missed classwork, coursework and tests, and should expect to turn in the coursework or take the test during the next class meeting. In extreme circumstances, such as hospitalization or long-term illness of more than one (1) week, school counselors will support students in gathering information relative to missed work. In these cases, coursework 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 coursework 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 coursework or assessment, it means it is the student’s own work (see 4.5 for Integrity Pledge).

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

Consistent Assessment Practices

At Central Catholic High School, instructors are expected to 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 will 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. Minimally, by the end of a unit of study, all student work labeled “Missing” in Canvas will be converted to a zero (0). All late work must be submitted two (2) weeks before 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 one to two weeks of the original assessment date. Students who do not meet this expectation will be required to attend Tutoring Time 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” 10% of the grade.

• 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), one opportunity for re-learning and reassessment should be provided to any student scoring below a 90%. 

  • • A clear process and format for reassessment 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. 

    • To qualify for reassessment, a student must make the effort to complete the initial assessment, completing at least 75%. 

    • The reassessment process is typically student-driven. Reassessments must take place within two (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 before the scheduled exam date and time. Seniors take their second-semester final exams in class before 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.

Integrity Pledge

Students will write, sign, and/or collectively recite an integrity pledge for each major assessment.

Central Catholic High School Integrity Pledge: Character matters. I am a person of integrity. This assessment shows my learning and my learning alone.  No assessment is worth compromising my integrity. I know I can seek help if the grade I receive is not what I hoped to achieve. I will ask for support rather than make choices that damage my integrity.

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 work for improper citation(s) 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.). Central Catholic recognizes that Generative AI is a reality of our students' learning context today and in the future. It is the policy of Central Catholic 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 solely 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 to 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.

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 medical provider 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 (6) 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. 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 college admissions requirements, 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 (6) 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 (3) 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 (1) 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).

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 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 and Athletics 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 and Athletics 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.

Levels of Intervention

Central Catholic identifies students who need intervention and provides multi-tiered support systems based on their individual needs. Tier 1 interventions are provided by teachers within classrooms. Tier 2 interventions are provided by members of the Student Success Team in partnership with teachers. Tier 3 interventions are reviewed and implemented by the Student Support Team and administrators.

Student Success Team

The Student Success Team (SST) is a cross-disciplinary team that collaborates regularly to connect students who are not thriving at Central Catholic to the extra intervention and care needed to improve their educational outcomes. Using data and the power of relationships and community to drive implementation, this team is charged with implementing Tier Two wraparound interventions for identified students. Students are referred to the team by teachers, counselors, Student Support, or the Dean of Student Management after they have tried their respective interventions, but have not seen significant improvement. The strategies, interventions, and outcomes discovered by this group will be shared broadly with the Central Catholic community as we seek to find and spread practices that help each of our students thrive. 

The Student Success Team does not determine a student’s access to special education services or a modified diploma. This process is held by the Student Support Coordinators and the RAMS Program Coordinator.

Grade-based Interventions:

Students who are currently participating in co-curricular activities and do not meet the following grade requirements must attend after/before school tutorial/study sessions and/or Saturday School to remain eligible to participate in co-curricular activities. 

• 1 NG or a combination of 2 D+ or lower at the 6 week mark must attend after/before school tutorial/study sessions 2 times per week.

• 1 NG or a combination of 2 D+ or lower at the 9 week mark must attend after/before school tutorial/study sessions 2 times per week.

• 2 NG or a combination of 3 D+ or lower at the 9 week mark must attend after/before school tutorial/study sessions 2 times per week AND Saturday School.

• 1 NG or a combination of 2 D+ or lower at the 12 week mark must attend after/before school tutorial/study sessions 2 times per week.

• 1 NG or a combination of 3 D+ or lower at the 12 week mark must attend after/before school tutorial/study sessions 2 times per week AND Saturday School.

• 1 NG or a combination of 1 D+ or lower at the 15 week mark must attend after/before school tutorial/study sessions 2 times per week.

• 1 NG or a combination of 2 D+ or lower at the 15 week mark must attend after/before school tutorial/study sessions 2 times per week AND Saturday School.

Grade checks will occur at the 6, 9, 12 and 15 week grading periods. Students and parents will be notified by the Director of the co-curricular activity that they must attend.  Weekly attendance will be taken and shared with the Directors of the co-curricular activity. Students who do not attend the required number of sessions will lose eligibility to participate in their co-curricular activity for the following week.   

Structured study time and tutoring after school is offered Monday, Tuesday, and Thursday from 2:45–3:45 P.M. and Wednesdays on Late Start mornings from 8:00-9:00 A.M. Students may use the time to study and review in a quiet environment, seek help from student tutors, or visit their teachers for assistance. Academic Saturday School dates will be listed on the school calendar, and students and parents will be notified if attendance is required. Academic Saturday School will be held from 9:00 A.M. to 12:00 P.M. on the designated dates. 

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.

Academic Assistance

A student will be placed on Academic Assistance if they earn less than a 1.8 GPA or two (2) NG grades at the end of any semester grading period.

A student on Academic Assistance:

• Will meet with at least one member of the Student Success Team to create an academic assistance plan, which could include mandated grade checks in progress, after-school tutorials or study sessions, and other interventions to support the student’s educational success.

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

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

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

• 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 intervention plan.

Academic Appeal Committee

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

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/guardians 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/guardians 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. 

During the forecasting process, counselors are available before school, during lunch, and after school to answer questions and provide support. Once forecasting is complete and the schedule is built, students and parents/guardians will be able to view student schedules for the upcoming year on Canvas before the start of school in August. Students and parents/guardians 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 (4) 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.

Central Catholic High School utilizes three (3) different platforms for standardized testing: NWEA, Pre-ACT, and PSAT.  These tests are implemented at different times throughout the year. 

Standardized Testing:

Freshman

Freshman will take NWEA tests throughout the school year in their mathematics and English courses. Those scores are used for internal purposes, but can be shared with parents/guardians upon request. 

Sophomores

All sophomores take the PreACT test. The PreACT is designed to measure skills in four (4) curriculum areas: English, mathematics, reading, and science reasoning. This test can provide an early indication of a student’s educational progress concerning the academic and career options they are considering after high school. Students may also use results to prepare for the ACT, which is taken in the spring of their junior year. For students who want to take the PSAT for practice in the spring, arrangements can be made with their neighborhood 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. The test will be taken electronically. 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.

October testing day:

All sophomores and juniors participate in a testing day in October. Test results are reviewed with students, and they are shown how to access their test results online.  Freshmen participate in their mandatory Freshman Day of Service on the same day as testing. Seniors are encouraged to use the testing day for college and post-secondary exploration, planning, and visits.

AP Course Testing

Advanced Placement testing occurs every May and students may choose to take those exams by registering in the fall. (See Section 4.2)

Central Catholic High School abides by the provisions of the Family Educational Rights and Privacy Act (FERPA), also known as the Buckley Amendment. Noncustodial parents/guardians 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/guardian responsible for the registration process is obligated to share appropriate contact information for the noncustodial parent/guardian 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. The registrar maintains this record and represents the school’s record of each student’s academic performance. Student rank will not be listed on the transcript. Students must request that official transcripts be sent to colleges or universities. Unofficial copies are also available upon request. 

If a transcript error is discovered, please contact the Registrar to request an error correction.

• Counselor Cumulative Files: Returned to students during graduation practice in their senior year.

• Student Support Services Files: Emailed to the parent/guardian and student at the end of senior year.