Central Catholic High School Administrative Appeal Process

In our efforts to be supportive and inclusive, it is often necessary for us to evaluate our internal processes that inadvertently create hardship for members of our community. Thank you for taking the time to bring your concern to our attention.

The purpose of this appeal is to detail a missed deadline for an award, honor, program, or academic expectation that you feel was justified in some way. We want to hear from you, and that is the purpose of this appeal. Please follow the instructions below and submit your letter of appeal no later than one month after the date you first became aware of the issue.

Instructions for Writing a Letter of Appeal:

• Write out the appeal letter according to the attached template. You must write and sign the letter yourself: no one else can prepare it for you.

• Include any documents that support your appeal. This could include medical/mental health records, a letter from your healthcare provider, or any evidence of personal hardship (like a letter from an adult that can further explain your circumstances).

• Include any information that might help the committee understand your personal hardship (this information remains confidential and does not go beyond the committee which consists of the Administrative Team and your counselor in consultation with the Principal. Please do not reveal personal information to a depth that is uncomfortable to you. We just need the basic big picture concern that directly impacts outcomes).

• Submit your appeal and supporting documents to one of the following members of the Administration with direct oversight of the issue in your appeal.

  • • Patrick Mordhorst • Academics: pmordhorst@centralcatholichigh.org

    • Barry Dillard • Student Management and Safety: bdillard@centralcatholichigh.org

    • DeAndre Smith '17 • Athletics : dsmith@centralcatholichigh.org

• Send any questions about the appeal process to the member of the Administration with direct oversight of the issue in your appeal.

• If you would like an in-person meeting with the Appeal Committee, please submit that request in writing.

Template for writing a letter of appeal:

To Whom it May Concern,

First Paragraph: Clearly explain what you are requesting. Be as specific as possible. You must include the date on which you were experiencing hardship and the date of the deadline that was missed.

Second Paragraph: Write out the reasons for granting an exception. Include any relevant medical information (physical health and/or mental health). Include any information that might help the committee understand your personal hardship. If you are appealing for more than one thing, please add an additional paragraph explaining each here.

Third Paragraph: Describe any supporting documents you are including with your appeal. Include any and all related documentation as pdf attachments, or drop them off at the main office or email them along with your appeal letter.

Fourth paragraph: If you would like an in-person meeting with the Appeals Committee, write that here. Sincerely,

(Signature) Printed Name

Student ID#

Request for Honor Cord Recognition Form

Please submit a written proposal that addresses each of the items detailed below:

1. Approved Student Group Name:

2. Group Moderator(s):

3. Detail the values and activities of your Student Group. Include specific events from this year and how your students have benefited from their membership.

4. Detail how you feel your Student Group meets the overall Vision Goals for Central Catholic.

5. Detail the criteria for a member of your student group to receive an honor cord. Be specific to avoid future questions and conflicts with parents/students.

6. Detail the color you would like your cord to be and why that color has significance to your student group.

All proposals must be submitted by April 1 for consideration for the current Graduation Year.

Guidance for Students Needing Support concerning 

Gender Identity at Central Catholic High School

“Through every abundant grace, we pray that God is able to carry us through the obstacles and difficulties encountered on this journey together.” -St. Elizabeth Ann Seton

Catholic teaching asserts that all persons are created by God and in God's image and likeness. The foundation of our understanding of God's work in the world is that God loves all people and attributes great worth and value to each person. Preserving human dignity, honoring others above oneself, and pursuing grace and truth are essential to learning in a Christ-centered community.

We believe that each individual person is created with gifts designed to bring glory to God and enlightenment to the world. Our bodies are among those gifts and are to be offered as living sacrifices, holy and pleasing to God, as an act of worship. Therefore, all aspects of our bodies and identities should seek first to exalt Christ, recognizing God's deep love for each person.

As we humbly reflect on biblical and theological implications for our understanding of gender identity, several considerations follow:

• God created humans in the Divine image: male and female.

• As a result of the fall, complete physical and emotional wholeness for humanity will never fully occur on Earth. 

• God cares deeply about every person, including their pain and suffering. Hope and contentment in life rely on the knowledge of God's love, compassion, and redemption. Our full identities are to be found in God alone.

Knowing that each of us struggles with brokenness, we seek to foster a healthy and life-producing community rooted in loving concern for one another and striving to live in ways pleasing to God as informed by Scripture and Tradition. Therefore, we seek to foster a loving and nurturing environment for all of our students, reflecting Christ according to God's love and purpose as best we understand it.

Parents are the primary educators of their students and work in partnership with Central Catholic High School. Parents are fully included in all accommodation discussions, and no accommodations are provided without parental consent. Parents and students must also agree to support the stance of the church and any boundaries and practices the school has in place to hold true to Catholic teaching regarding the anthropology of the human person.

Confidentiality and Privacy

The Expectation of Privacy if Questions Arise From:

• Students: The student’s privacy will be maintained.

• Faculty/Staff: To protect the privacy and support the student, current staff in contact with the student will be asked to maintain the confidentiality of the student. The student’s counselor will communicate with future teachers when the time arises. Otherwise, the student’s privacy will be maintained.

• Parents/Community: The student’s privacy will be maintained.

Names and Student Records

The student’s legal name will be maintained on all legal documents, including transcripts, diplomas, registration, enrollment, standardized testing, academic accommodation plans, and student cumulative files.

Nicknames, preferred names, and name changes, such as using a legal middle name in place of a legal first name, are only considered with the submission of a parental permission form to the student's counselor and can be used for but are not limited to, school photos, after-school programs, lunch lines, attendance, grade books, school-home communication, summons to office, yearbook, student ID, text distribution, assignment of IT accounts, and PA announcements.

Any change to how a legal name is read at graduation and/or printed in the graduation program must have the express permission of the student’s parents or legal guardian.

Pronouns

Faculty and staff should not ask students for a preferred pronoun and should use pronouns that align with a student's biological sex. If a student asks a faculty or staff member to use an alternate pronoun, the faculty or staff member should try to use the person’s name instead of pronouns.

When Presented with Legal Documentation of Legal Name and Legal Gender Change

When legal documents for legal name change and/or legal gender change are presented to the school, the school will initiate a system-wide change of legal name and legal gender based on the documentation presented. All other guidance regarding facility use, participation in extracurricular activities, confidentiality, and privacy remains in place.

Use of Facilities

The student has access to three non-gender restrooms: one on the main floor,  the second on the second floor, and the third is accessible upon request in the guest locker room in the back of the Missy Mack Gym (must be opened by the athletic office or campus monitoring staff)  Students should be made aware of all locations and how to access them.

In physical education courses at Central Catholic, where a change of attire is needed, students can either use the locker room that aligns with their birth gender or access the visitor’s team room for a private changing space in the Missy Mack gym. A locker and a shower are available in the visitor’s team room. 

For class trips and retreats, an identified adult contact will communicate facility arrangements with the student regarding bathroom use, individual sleeping arrangements, and individual changing spaces. This should be coordinated through communication with the student, the student’s parents or guardian, and the student’s counselor.

Extracurricular Activities

Central Catholic will follow the standards outlined by OSAA regarding participation in athletics and other school activities. Participation will require appropriate arrangements depending on circumstances and facility use. In each situation, the student's counselor, athletic director, dean of student life, and principal will discuss specific concerns and needs to allow participation in each activity.

Other Considerations:

• Catholic schools will not participate in the administration of puberty-blocking or cross-sex hormones.

• Central Catholic does have Dress Agreements. The student must abide by the dress agreements in the published Student Handbook.

• If the student is Catholic and in good standing, the student is invited and encouraged to participate fully and regularly in the sacramental life of the Church.

• The student and their parent or guardian should work with the school counselor to ensure they are under the ongoing care of a medical and/or mental health care professional. A release of information is encouraged so the school counselor can work with outside support to ensure the best wrap-around services possible between school and home. 

To view the Archdiocese of Portland Guidelines on Gender Identity, please visit this link.

This assignment is part of a structured restorative response and may be assigned in conjunction with a Restorative Learning Day (SE – School Excused).

An SE Restorative Learning Day is not a suspension. It is a structured educational intervention designed to provide time for reflection, learning, and accountability following harmful behavior.

During this process, students will:

• Be temporarily removed from the school environment for a designated day

• Complete guided restorative learning activities

• Engage in reflection focused on harm, impact, and responsibility

• Remain responsible for all academic coursework and obligations

• Prepare for restorative reentry into the school community

This process is intended to support learning, accountability, and growth while addressing harm to individuals and the broader community.

Purpose:
This assignment is intended to help you understand the historical weight, social impact, and personal harm caused by racial language and actions—specifically the use of the [identified racial, ableist, homophobic, religious, anti-Semitic slur/hate speech]. It is also an opportunity to reflect on your choices and identify how you will contribute to a more respectful and inclusive community moving forward.

Part 1: Historical Context and Research

Task: Write a 1–2 page response addressing the following:

• Research the origins and historical use of the N-word in the United States.

• Explain how the word was used during periods such as slavery, segregation, and the Civil Rights Movement.

• Describe why the word is considered harmful today, even if used “jokingly” or without intent to harm.

Guiding Questions:

• What did you learn about the history of this word that you did not know before?

• How has its meaning and impact changed—or stayed the same—over time?

• Why do some words carry lasting harm across generations?

Part 2: Impact and Perspective-Taking

Task: Write a 1–2 page reflection based on your research and personal thinking.

• Describe the potential emotional, psychological, and community impact of hearing this word, especially for Black individuals.

• Reflect on how your words or actions may have affected others, even if that was not your intention.

• Consider the difference between intent and impact.

Guiding Questions:

• How might someone feel hearing this language in a school environment?

• Why is it important to take responsibility for impact, not just intent?

• How does language shape the culture of a community?

Part 3: Personal Reflection and Accountability

Task: Write a 1-page personal reflection.

• What choices did you make that led to this situation?

• What were you thinking at the time?

• What would you do differently if faced with a similar situation in the future?

• What have you learned about yourself through this process?

• How could you be an interupter/upstander if you were in this situation again? What specific language would you use to interrupt?

Part 4: Moving Forward – Commitment to Change

Task: Create a clear, actionable plan (1 page or bulleted list).

Include:

• At least 3 specific ways you will change your behavior moving forward

• How will you respond if you hear others using harmful language

• How you will contribute to a more respectful and inclusive school environment

Restorative Component

• Write a letter of accountability (not required to be shared) to those impacted, demonstrating understanding of harm and commitment to change

• and participate in a guided restorative conversation with a staff member or affected individuals (when appropriate and facilitated)

Submission Expectations

• Total length: 4–6 pages (typed, double-spaced)

• Use at least 2 credible sources approved by the Librarian for your research

• Cite your sources appropriately

• Students may not use any form of AI to support the completion of this assignment

Evaluation Criteria

• Depth of understanding of historical context

• Thoughtfulness and honesty in reflection

• Ability to recognize harm and take responsibility

• Clarity and sincerity in commitment to change