We are committed to maintaining a safe, inclusive, and respectful community where every student is treated with dignity. Behavior that demeans, targets, or harms others, especially on the basis of identity, undermines this commitment and will be addressed with seriousness and consistency.

Discipline at our school:

• Promotes accountability and personal growth

• Repairs harm to individuals and the community

• Protects those impacted by harmful behavior

• Ensures clear and consistent consequences

This system integrates restorative justice practices with firm, non-negotiable expectations around respect, safety, and community responsibility.

Students are expected to:

• Use language and behavior that affirms the dignity, safety, and respect of all people

• Refrain from derogatory, demeaning, threatening, or hateful language, including slurs, harassment, or comments targeting a person’s identity, appearance, background, or personal characteristics

• Avoid speech, gestures, online posts, or actions that intimidate, exclude, shame, ridicule, or harm others, even if intended as humor or peer interaction

• Respect the physical, emotional, and psychological safety of others in all settings, including classrooms, hallways, activities, online spaces, and school events

• Respect school property, personal property, and shared community spaces

• Follow adult directions from faculty, staff, and school leaders the first time they are given

• Act with honesty and integrity in academic work, assessments, and school responsibilities

• Use digital platforms, devices, and social media in ways that do not disrupt, harm, or negatively impact the school community

Students are responsible for both their actions and their impact on others and the broader school environment.

Impact matters more than intent. Harmful language or behavior will be addressed based on its effect on individuals, relationships, and the school community, not solely based on what was intended.

Tier 1: Minor Behaviors (Low Impact, Classroom or School Disruptions)

Examples include:

• Classroom disruption, off-task behavior, or failure to follow directions

• Dress code or dress agreement violations

• Tardiness or truancy (minor)

• Low-level noncompliance or rule reminders

• Inappropriate phone use in class

• Minor disrespect or interruptions

• Unpreparedness for class or assignments

• Minor hallway or campus behavior issues

Response Focus: Redirection, teaching expectations, and Skill Building

Possible Interventions:

• Verbal redirection and reteaching expectations

• Reflection and brief restorative conversation

• Teacher-managed consequences

• Detention or loss of privilege

Important Clarification:
Behavior involving derogatory or identity-based language is not considered Tier 1, even if framed as joking or unintentional.

Tier 2: Harmful, Disruptive, or Repeated Behaviors

Examples include:

• Repeated Tier 1 behaviors

• Insubordination or defiance toward staff

• Bullying, teasing, harassment, or targeting behavior

• Social exclusion or relational aggression

• Academic Integrity (cheating, plagiarism, unauthorized AI use, etc.)- See 7.12 Academic Integrity for the sequence of consequences

• Minor physical altercations or pushing/shoving

• Vandalism or damage to property (minor)

• Disruptive behavior at school events or activities

• Inappropriate or disruptive online behavior impacting the school community

• Use of derogatory language or slurs (spoken, written, digital, or symbolic)

• Identity-based jokes, comments, gestures, or memes that cause harm

Response Focus: Accountability, reflection, and repair of harm

Required Interventions (when applicable):

• Restorative justice process when harm has occurred

• Restorative Learning Day (SE – School Excused)

• Restorative Learning Assignment (Appendix 5)

• Parent/guardian conference

• Behavioral contract or probation

• Detention or extended detention

• Educational reflection on impact and responsibility

• Suspension (in-school or out-of-school), depending on severity

Key Expectation:

Students must demonstrate understanding of harm, accept responsibility, and show commitment to changed behavior.

Restorative Learning Day (SE – School Excused)

In certain Tier 2 cases, a student may be assigned a Restorative Learning Day (SE – School Excused).

This is not a suspension.

During this day:

• The student is temporarily removed from the school community for structured reflection and learning 

• The student may also be asked to take a pause from co-curriculars at the discretion of administration

• The absence is marked SE (School Excused) in attendance records

• The student completes guided restorative learning activities and reflection tasks

• The student may be required to engage with restorative education materials, community impact learning, and accountability writing

• The student remains responsible for all academic coursework

The purpose of the SE Restorative Learning Day is to:

• Interrupt harm and allow space for reflection

• Support meaningful understanding of impact

• Prepare the student for restorative reentry into the school community

Tier 3: Severe or High-Impact Behaviors

Examples include:

• Hate speech, targeted harassment, or repeated use of slurs 

• Severe bullying or sustained harassment campaigns (see 7.7 Harassment and Bullying)

• Threats, intimidation, or coercion

• Physical assault or fighting

• Sexual Violence (see 7.9 Sexual Violence)

• Hazing or initiation practices (see 7.7 Harassment and Bullying)

• Distribution or display of hateful content, symbols, or imagery

• Serious vandalism or destruction of property

• Drug, alcohol, or weapon-related offenses (see 7.8 Substance Abuse Philosophy)

• Repeated Tier 2 behaviors without improvement

• Severe online conduct that significantly impacts school safety or climate

Response Focus: Safety, Accountability, and Community Protection

Possible Interventions:

• Immediate removal from class or campus

• Suspension (in-school or out-of-school)

• Formal disciplinary action, including probation or dismissal

• Required assessments (as appropriate)

• Recommendation for dismissal in severe or repeated cases 

Restorative Reentry (when applicable):

• A structured reentry process is required

• Demonstrated accountability and repair of harm must occur before return

• Participation in a restorative process may be required, but does not replace consequences

Restorative practices are used whenever harm occurs, especially in cases involving relational, emotional, or identity-based harm.

Core Principles:

• Center the experience of those harmed

• Require accountability from those who caused harm

• Repair relationships when appropriate and possible

• Restore trust within the community

Examples include:

• Restorative conversations and circles

• Mediated dialogue

• Community repair agreements

• Reflection assignments

• Reentry meetings

Restorative practices are not optional when harm has occurred, and they are not a substitute for consequences, but a required part of accountability and growth.

Disciplinary responses are guided by:

• Severity of behavior

• Impact on individuals and community

• Frequency and pattern of behavior

• Level of accountability and responsibility taken by the student

• Prior behavior history

Repeated or escalated behavior will result in increasingly serious consequences.

The school may address behavior:

• On campus

• At school-sponsored events or activities

• During travel or school-related participation

• Online or off-campus when it impacts the school community, climate, or individuals within it

We are committed to ensuring that every student:

• Feels safe, seen, and respected

• Is protected from harmful and degrading language or behavior

• Has access to a learning environment rooted in dignity and belonging 

Behavior that undermines this commitment, particularly hate speech, slurs, or identity-based harm, will result in immediate and meaningful intervention in accordance with the school’s tiered behavior response. Such interventions may include restorative conversations, educational reflection and learning opportunities, family involvement, behavioral contracts, loss of privileges, disciplinary consequences, and additional support measures intended to promote accountability, repair harm, and foster personal growth.

Central Catholic High School is committed to creating a climate and culture in which all students are able to learn to the best of their ability. Perceived and real threats to student safety, and harassment of any nature, heighten student stress and decrease student learning. Students and families who perceive that the use of alcohol, tobacco (nicotine), and other drugs is acceptable and/or not harmful are at greater risk for using these substances. Learning is interrupted when the student is under the influence of alcohol and other drugs, or when alcohol or other drug residuals are in their system. Further, these behaviors are disruptive to the student’s physical, emotional, social, and academic growth.

Students

Any student who freely approaches a counselor, administrator, teacher, or coach for help regarding their alcohol, tobacco, or other drug use will be assisted through the counseling department in a confidential and non-disciplinary manner.

Students who come to school under the influence will be released to parents or guardians and sent home for the day. The student, parents and guardian will meet with the Dean of Student Management, Safety, and Security to determine outcomes and support before the student is allowed to return to school.

Statistics prove that students who begin using alcohol, tobacco, and other drugs at an early age dramatically increase their chances of developing a chemical dependency problem. Denial of the issue or an unwillingness to address the situation is the biggest obstacle preventing successful resolution of the problem. If intercepted early, a long term problem may be avoided.

Central Catholic has two goals in addressing substance abuse: prevention and early intervention. We will work directly with students and parent(s) or guardian(s) to provide ongoing education about substance abuse. Our counselors will work with students and families in a confidential setting to provide needed assistance and resources.

Parents/Guardians

Parents/guardians and older siblings are both legally and morally responsible any time they allow alcohol and/or drug use by underage minors.

Parents/guardians are asked to closely monitor the activities of their children especially at times when the parents/guardians cannot be present in the home. Supervised or unsupervised events where students use alcohol and/or drugs in the home, when brought to the attention of the school, will result in appropriate disciplinary action.

Any adult who trades, sells, gives away, or offers to trade, sell, or give away alcohol, controlled substances, performance- enhancing drugs, or other hazardous substances to a Central Catholic student will be reported to the proper authorities and will compromise the partnership between the family and the school.

Central Catholic High School’s Drug and Alcohol Policy is designed to hold students and parents/guardians accountable for this type of seriously unacceptable and potentially dangerous behavior, discourage any activity that supports continued abuse and addiction, while supporting the student and their family and offer assistance in the healing process.

Drug Testing Protocol

The school will coordinate the services of a competent drug testing provider. Testing will be conducted in a manner that respects the sensitive nature of this procedure and ensures confidentiality, accuracy, and randomness. Parents/guardians are financially responsible for drug testing fees/charges. Testing will occur at reasonable intervals and will not be excessively repetitive. Failure to pass a drug test will result in sanctions limited to those prescribed by this policy.

The school reserves the right to administer a breathalyzer test for alcohol or a THC Saliva Test as a preventative measure at school events or if a student is suspected to be under the influence during the school day or at any school-sanctioned event. The results of the test can have disciplinary consequences.

Vaping

Students found in possession of, using, or under the influence of vaping devices, tobacco, nicotine products, or electronic smoking devices on school grounds or at any school-sponsored event will be required to complete a school-assigned tobacco and vaping education program as part of the school's restorative and educational response.

Central Catholic High School utilizes evidence-based youth prevention and cessation resources, including Smokefree Teen (National Cancer Institute) and The Real Cost (U.S. Food and Drug Administration). These programs are designed specifically for adolescents and provide age-appropriate education about the health risks of vaping and nicotine use while promoting informed decision-making and healthy lifestyle choices.

The assigned program is intended to help students:

• Understand the short- and long-term health risks associated with vaping, nicotine, and tobacco use.

• Recognize the addictive nature of nicotine and its effects on the developing adolescent brain.

• Identify strategies for preventing, reducing, or quitting nicotine use.

• Strengthen decision-making, refusal skills, and healthy coping strategies.

• Recognize how tobacco and e-cigarette companies market products to youth.

Program activities may include self-paced online learning modules, educational videos, interactive activities, quizzes, personalized cessation tools, articles, and real-life testimonials.

Students are expected to complete all assigned program requirements independently and by the established deadline.

Upon completion, students must:

• Submit a minimum two-page written reflection summarizing what they learned, the health risks associated with vaping and nicotine use, strategies for prevention or cessation, and personal insights regarding future decision-making.

• Schedule and attend a 15-30 minute follow-up meeting with their school counselor within three (3) school days of completing the program to review their learning and discuss available support resources.

Students may access the approved educational resources at:

• Smokefree Teen: https://teen.smokefree.gov/

• The Real Cost: https://therealcost.betobaccofree.hhs.gov/

Central Catholic High School believes that education, prevention, and restorative interventions are the most effective approaches to reducing youth nicotine use. Through partnership with students, families, and the school community, we are committed to supporting students in making healthy, informed choices and providing resources that promote long-term wellness.

Sexual Violence is an umbrella term that includes but is not limited to, rape and sexual assault, dating violence, domestic violence digital/cyber harassment, stalking, reproductive coercion, sexual exploitation, unwanted touching, sexual abuse, sexual harassment.

Sexual violence is unacceptable and prohibited at Central Catholic High School. Each student has the right to a safe learning environment. Central Catholic High School will comply with all current requirements (including those in Oregon law) for education of its students, personnel, and others on the prevention, recognition of, and reporting requirements for teen dating violence and domestic violence. This policy applies to behavior on school grounds, at school-sponsored activities, on school-provided transportation.

Education and Training

In recent years, very public accusations of sexual assault, broken boundaries, and sexual harassment have stirred our national consciousness on these topics. However, conversations on these topics have widely been held over social media and are largely incomplete. Educators across Portland have seen this mirrored in the hallways and classrooms of their high schools. Students are having these discussions, but often without the support of educators and without the skill set needed to engage in these conversations well. Additionally, Senate Bill 197 has mandated that private schools put education policies and curriculum in place related to teen dating violence, domestic violence, and sexual harassment.

Central Catholic High School is committed to addressing the topic of healthy relationships and boundaries with their students, and are focused on a comprehensive approach that allows for developmentally appropriate conversations, and repeated exposure to curriculum over the course of a student’s time at Central. Additionally, Senate Bill 197 has mandated that private schools put education policies and curriculum in place related to teen dating violence, domestic violence, and sexual harassment.

During this school year, all students will receive information about the prevention, recognition of, and reporting requirements for teen dating violence and domestic violence through student life presentations followed by small group discussions.

Central Catholic has implemented the “Circles Curriculum®: Intimacy and Relationships and Stop Abuse” Curriculum to teach social and relationship boundaries, interpersonal skills, and relationship-specific social skills to students in the RAMs Program.

Students in grades 9 through 12 will receive age-appropriate education about sexual violence in the curricular program at Central Catholic High School annually. Our approach will include three 75-minute modules to be presented in the months of September and October with mini-lessons that will act as discussion point reminders several times throughout the rest of the school year.

School faculty and staff, including agents, contractors, and volunteers at Central Catholic High School will receive training on the topic of sexual violence annually.

Teachers, counselors, and coaches responsible for teaching the curriculum receive training in June and will receive a facilitators guide and certificate of completion. This training is revisited in the fall during teacher inservice and will be updated annually.

All faculty and staff receive training during inservice week prior to the beginning of each school year. This training includes information and school policies about the prevention, recognition of, and reporting requirements for teen dating violence and domestic violence.

Central Catholic High School will adopt a poster that contains information, in both English and Spanish, regarding domestic violence, including at least one toll-free hotline number that a student may call to obtain information and help regarding domestic violence. Posting of posters must be in clearly visible locations on the school campus.

Response and Reporting Procedures

1. Incidents of sexual violence can be reported by families to the following: confidential privileged advocates at Call to Safety or Portland Sex Crimes Unit in Multnomah County and Sexual Assault Resource Center or Beaverton Police Victim Service in Washington County (of the county in which the student resides). Any report made to a member of the CCHS school personnel will be reported per mandated reporting laws. Given the sensitive nature of these reports, we encourage students to report to a member of the counseling department. Any reports made to other CCHS school personnel will be referred to the counseling department for trauma-informed response.

   • Students and families have the right to receive support resources without sharing specific details of an incident.

2. Once a report has been received by a member of the counseling staff, students and families will be provided resources for ongoing support. Students have a right to be supported through a school-based support plan. School based responses are aimed to support the safety of all students. School based investigations may hinder future legal procedures.

Due to the sensitive nature of incidences of Sexual Violence and out of respect and honor of students and their right to confidentiality and privacy there may be a gap of communication.

Local and national events have led to an increase in awareness and reporting of sexual harassment, discrimination, sexual violence, sexual assault, and teen dating violence. While we decry that these events happen at all, we want to be sure you know that if you experience or are aware of sexual violence or discrimination that we want you to report these concerns to our school so that we can help ensure your safety and well-being. Any violation of this policy must be reported immediately to the school principal or to the Dean of Student Management, Safety, and Security in absence of the school principal.

If you are concerned about or experience sexual violence or discrimination, we, of course, encourage you to seek the support of your family. We also encourage you to talk to a trusted adult in your school, which could be a counselor, teacher, administrator, or other staff member. When we know of these concerns, you have our commitment that we will support you and do all we can to ensure your safety and security.

You should know that any reports made on behalf of you or someone else that are made in good faith will not be the basis for any punishment or retaliation. We want you to come forward and have the support you need and deserve.

Contact information and those of other resources are:

• Danyelle Ramsey, Principal: 503.235.3138 ext. 1124 or dramsey@centralcatholichigh.org

• Barry Dillard, Dean of Student Management, Safety, and Security: 503.235. 3138 ext. 1103 or bdillard@centralcatholichigh.org

• National Sexual Assault Hotline (available 24 hours a day) 1.800.656.4673

• Safe Oregon call or text 844.472.3367 or email tip@safeoregon.com

Procedures for Reporting:

Procedures for reporting and responding to incidents of teen dating violence, harassment, intimidation, bullying, and/or cyberbullying that takes place on school grounds, at school-sponsored activities, on school-provided transportation includes the following Complaint Procedures:

• The Dean of Student Management, Safety and Security has responsibility for investigations concerning harassment, intimidation or bullying, acts of cyberbullying and incidents of teen dating violence.

• The investigator(s) shall be a neutral party having had no involvement in the complaint presented. All complaints will be investigated in accordance with the following procedures:

Step 1

• Any harassment, intimidation or bullying, acts of cyberbullying and incidents of teen dating violence information (complaints, rumors, etc.) shall be presented to the Dean of Student Management, Safety, and Security.

• Complaints against the principal shall be filed with the president. Complaints against the president shall be filed with the Board of Directors Chair.

• All such information will be reduced to writing and will include the specific nature of the offense and corresponding dates.

Step 2

• The school official receiving the complaint shall promptly investigate. Parents will be notified of the nature of any complaint involving their student. The school official will arrange such meetings as may be necessary with all concerned parties within five working days after receipt of the information or complaint.

• The parties will have an opportunity to submit evidence and a list of witnesses. All findings related to the complaint will be reduced to writing. The school official(s) conducting the investigation shall notify the complainant and parents in writing, as appropriate, when the investigation is concluded and a decision regarding disciplinary action, as warranted, is determined.

• A copy of the notification letter or the date and details of notification to the complainant, together with any other documentation related to the incident, including disciplinary action taken or recommended, shall be forwarded to the principal, president or Board Chair, as appropriate.

Step 3

• If the complainant is not satisfied with the decision at Step 2, they may submit a written appeal to the principal or designee. Such appeal must be filed within ten (10) working days after receipt of the Step 2 decision. The principal or designee will arrange such meetings with the complainant and other affected parties as deemed necessary to discuss the appeal. The principal or designee shall provide a written decision to the complainant’s appeal within ten (10) working days.

Step 4

• If the complainant is not satisfied with the decision at Step 3, a written appeal may be filed with the president. Such appeal must be filed within 10 working days after receipt of the Step 3 decision. The president shall, within 20 working days, conduct a hearing at which time the complainant shall be given an opportunity to present the complaint. The president shall provide a written decision to the complainant within 10 working days following completion of the hearing.

• Documentation related to the incident may be maintained as a part of the student’s education records. Additionally, a copy of all harassment, intimidation or bullying, acts of cyberbullying and incidents of teen dating violence complaints and documentation will be maintained as a confidential file through school records.

Notification of Policies

At a minimum, Central Catholic High School shall make the policy:

• Annually available to parents, guardians, school employees, and students in a student or employee handbook

• Readily available to parents, guardians, school employees, volunteers, students, administrators, agents, contractors, and community representatives at each school office or at Central Catholic’s office and on the school website.

• The school principal at Central Catholic High School is responsible for ensuring the policy is implemented.

Definitions

Dating or dating relationship means an ongoing social relationship of a romantic or intimate nature between two persons. This does not include a casual relationship or ordinary fraternization between two persons in a business or social context.

Domestic violence means abuse as defined in ORS 107.705 (Definitions for ORS 107.700 to 107.735) between family and household members, as those terms are defined in ORS 107.705 (Definitions for ORS 107.700 to 107.735).

Teen dating violence means a pattern of behavior in which a person uses or threatens to use physical, mental, or emotional abuse to control another person who is in a dating relationship with the person, where one or both persons are 13 to 19 years of age; or behavior by which a person uses or threatens to use sexual violence against another person who is in a dating relationship with the person, where one or both persons are 13 to 19 years of age.

Physical violence is when a person hurts or tries to hurt a partner by hitting, kicking, or using another type of physical force.

Sexual violence is forcing or attempting to force a partner to take part in a sex act and or sexual touching when the partner does not or cannot consent. It also includes non-physical sexual behaviors like posting or sharing sexual pictures of a partner without their consent or sexting someone without their consent.

Psychological aggression is the use of verbal and non-verbal communication with the intent to harm a partner mentally or emotionally and/or exert control over a partner.

Stalking is a pattern of repeated, unwanted attention and contact by a partner that causes fear or concern for one’s own safety or the safety of someone close to the victim.

It is critically important for our students to communicate with adults in the building when there are issues or concerns.

Central Catholic High School is committed to providing an educational environment where every student is treated with dignity, respect, and compassion. Consistent with our Catholic mission and the teachings of the Church, students are expected to build relationships rooted in respect, inclusion, and concern for others' well-being.

Behavior that creates an unsafe, intimidating, hostile, or exclusionary environment is inconsistent with Central Catholic's values and may result in disciplinary intervention pursuant to the Student Behavior Policy (Sections 7.1–7.9).

Harassment

Harassment is unwelcome verbal, written, graphic, digital, physical, or nonverbal conduct directed toward an individual or group that creates harm, fear, intimidation, humiliation, or exclusion.

Harassment may be based on, but is not limited to:

• Race

• Ethnicity

• National origin

• Religion or faith tradition

• Disability

• Sex

• Sexual orientation

• Gender identity

• Political affiliation

• Any other actual or perceived personal characteristic

Harassment may also include unwelcome conduct of a sexual nature.

Harassment is generally characterized by conduct that:

• Is unwanted or unwelcome

• Causes harm or creates a hostile environment

• Is severe, persistent, or pervasive

• Interferes with a student's educational experience, participation, or sense of belonging

Harassment may involve conduct based upon protected class status as defined by applicable state and federal law.

Bullying

Bullying is repeated, severe, or targeted behavior that causes physical, emotional, social, or psychological harm and involves a real or perceived imbalance of power.

A power imbalance may result from factors such as:

• Physical size or strength

• Age or grade level

• Social status or popularity

• Group influence

• Leadership position or authority

• Access to embarrassing information

• Repeated targeting of a vulnerable individual

Bullying may include:

• Physical aggression

• Threats or intimidation

• Verbal abuse or name-calling

• Rumor spreading

• Social exclusion

• Relational aggression

• Cyberbullying

• Repeated harassment

A single incident may be considered bullying if the conduct is sufficiently severe and creates significant harm, fear, or intimidation.

Social Conflict

The school recognizes that not all disagreements between students constitute bullying.

Social conflict is a disagreement, argument, misunderstanding, relationship issue, or interpersonal dispute between individuals where there is no significant imbalance of power and all parties are able to express their perspectives and participate in resolving the issue.

Examples of social conflict may include:

• Arguments between friends

• Disagreements between classmates

• Hurt feelings resulting from a single incident

• Mutual exchanges of unkind comments

• Friendship or relationship disputes

While social conflict can be upsetting and may require adult intervention, restorative conversations, mediation, or disciplinary consequences, it is not necessarily bullying.

Distinguishing Bullying from Social Conflict

In determining whether conduct constitutes bullying or social conflict, the school may consider:

• Whether there is a real or perceived imbalance of power

• Whether the behavior was repeated or part of a pattern

• Whether an individual was specifically targeted

• The severity of the conduct

• The impact on the involved students

• The ability of each student to advocate for themselves and participate in resolving the situation

The school reserves the right to determine whether conduct constitutes bullying, harassment, social conflict, or another behavioral violation based on the totality of the circumstances.

Cyberbullying

Cyberbullying is the use of technology or electronic communication to harass, intimidate, threaten, humiliate, impersonate, exclude, or otherwise cause harm to another person.

Cyberbullying may occur through:

• Social media platforms

• Text messages

• Email

• Group chats

• Online gaming platforms

• Shared documents

• Artificial intelligence platforms

• Other electronic communication

Conduct occurring online or off campus may be addressed by the school when it substantially impacts members of the school community or the school environment.

Other Forms of Inappropriate Student Conduct

Inappropriate student interactions may include:

• Bullying or harassment

• Intimidation

• Hazing or initiation activities

• Identity-based harassment

• Sexual harassment

• Inappropriate sexual behavior

• Sexting

• Cyberbullying

• Retaliation against individuals who report concerns

Prohibited Conduct

Harassment, bullying, intimidation, or related conduct is prohibited when it:

• Substantially interferes with a student's educational opportunities, benefits, or performance

• Creates a hostile, intimidating, or offensive educational environment

• Causes physical, emotional, social, or psychological harm

• Places a student in reasonable fear of harm

• Occurs on school property, at school-sponsored events, during school activities, on school transportation, or online when it affects the school community

Relationship to Student Behavior Policy

Conduct involving harassment, bullying, cyberbullying, identity-based harm, intimidation, hazing, or retaliation will be addressed pursuant to the Tiered Student Behavior Policy and Human Dignity, Anti-Hate, and Anti-Racism Policy.

Depending on the severity, impact, and frequency of the conduct, behavior may be classified as a Tier 2 or Tier 3 violation and may result in restorative interventions, educational consequences, suspension, probation, restrictions from co-curricular activities, or dismissal.

Reporting Harassment or Bullying

Students who experience, witness, or become aware of harassment, bullying, cyberbullying, intimidation, hazing, or identity-based harm should promptly report the concern to a teacher, counselor, administrator, coach, moderator, or other trusted adult.

Upon receiving a report:

1. A staff member will document the concern.

2. The report will be forwarded to the Dean of Student Management, Safety, and Security.

3. The school will conduct an investigation.

4. Appropriate interventions, restorative responses, and disciplinary consequences will be determined consistent with school policy.

False Reports and Retaliation

Knowingly making a false report or accusation is a violation of school policy and may result in disciplinary action.

Retaliation against any individual who reports a concern, participates in an investigation, or engages in a restorative process is prohibited and may result in additional disciplinary consequences.

7.11.3 Definitions

For purposes of this policy, the following definitions shall apply:

Identity

Identity refers to characteristics that help define who a person is, including but not limited to race, ethnicity, nationality, ancestry, religion, faith tradition, disability, sex, sexual orientation, gender identity, socioeconomic status, language, culture, or other personal characteristics.

Identity-Based Harm

Identity-based harm is any behavior, language, action, image, symbol, gesture, or conduct that demeans, excludes, intimidates, humiliates, stereotypes, marginalizes, or targets an individual or group because of their actual or perceived identity.

Identity-based harm may occur intentionally or unintentionally and may be verbal, written, physical, symbolic, digital, or social in nature.

Racism

Racism is prejudice, discrimination, stereotyping, exclusion, harassment, or hostility directed toward an individual or group based on race, ethnicity, ancestry, or national origin.

Discrimination

Discrimination is the unfair treatment of an individual or group based on an actual or perceived protected characteristic or identity.

Harassment

Harassment is unwelcome conduct that is severe, persistent, or pervasive enough to interfere with a person's educational experience, participation, safety, or sense of belonging.

Harassment may be verbal, written, physical, visual, electronic, or social.

Bullying

Bullying is repeated or significant behavior intended to harm, intimidate, humiliate, isolate, or exert power over another individual.

Bullying may occur in person, online, through social media, text messages, group chats, gaming platforms, or other digital communication.

Identity-Based Bullying

Identity-based bullying is bullying behavior that targets an individual's actual or perceived identity, including race, ethnicity, religion, disability, sex, sexual orientation, gender identity, culture, or other protected characteristics.

Hate Speech

Hate speech is verbal, written, visual, symbolic, or digital expression that attacks, demeans, threatens, promotes hostility toward, or encourages discrimination against an individual or group based on identity.

The school may determine that language or conduct constitutes hate speech based on context, impact, severity, and community standards, regardless of whether the speaker intended harm.

Slur

A slur is a derogatory word, phrase, nickname, label, or expression historically or commonly used to demean, marginalize, stereotype, or insult individuals based on identity.

The use of a slur may violate this policy regardless of intent, claimed humor, quotation, song lyrics, or attempts at reclamation.

Microaggression

A microaggression is a comment, question, assumption, action, or behavior that communicates negative, stereotypical, dismissive, or exclusionary messages toward an individual or group based on identity.

Microaggressions may be intentional or unintentional. Repeated or severe microaggressions may constitute identity-based harm under this policy.

Stereotyping

Stereotyping is attributing characteristics, behaviors, abilities, or beliefs to an individual based solely on their membership in a particular group.

Bias

Bias is a conscious or unconscious preference, assumption, or attitude that influences how individuals perceive, treat, or interact with others.

Prejudice

Prejudice is a preconceived judgment, opinion, or attitude toward individuals or groups that is not based on actual knowledge or individual experience.

Exclusion

Exclusion is the intentional or repeated act of isolating, rejecting, denying participation to, or marginalizing an individual or group because of their identity.

Hazing

Hazing is any activity expected of a student seeking membership, participation, leadership, status, or acceptance within a group that humiliates, degrades, abuses, endangers, or harms a person physically, emotionally, socially, or psychologically, regardless of willingness to participate.

Identity-based targeting within hazing may result in classification as a Tier 3 violation.

Retaliation

Retaliation is any adverse action taken against an individual for reporting, participating in, supporting, or cooperating with an investigation or restorative process related to identity-based harm.

Retaliation is prohibited and may result in separate disciplinary action.

Impact

Impact refers to the effect words, actions, or behavior have on individuals, relationships, or the school community.

The school recognizes that impact may differ from intent and may consider the actual harm caused when determining whether conduct violates this policy.

Intent

Intent refers to a person's stated or perceived purpose, motivation, or state of mind when engaging in conduct.

While intent may be considered during disciplinary and restorative processes, intent does not excuse harmful behavior or eliminate responsibility for impact.

Restorative Practices

Restorative practices are structured processes designed to promote accountability, repair harm, rebuild trust, strengthen relationships, and restore community following misconduct.

Examples include restorative conversations, circles, educational interventions, accountability letters, community-based repair actions, and reentry meetings.

Community-Based Repair

Community-based repair refers to educational, service, or restorative activities intended to help students better understand the impact of their actions and contribute positively to repairing harm within the community.

School Community

The school community includes students, families, faculty, staff, coaches, moderators, volunteers, visitors, and individuals participating in school-sponsored programs, activities, events, athletics, leadership opportunities, and co-curricular programs.

Digital Conduct

Digital conduct includes behavior occurring through social media platforms, text messages, direct messages, email, online gaming, group chats, websites, shared documents, artificial intelligence platforms, or any other electronic communication.

Conduct occurring off campus or online may be subject to this policy when it substantially impacts members of the school community or the school environment.

7.11.4 Derogatory Language

Derogatory language that has historically been used to demean, marginalize, stereotype, exclude, intimidate, or harm individuals and groups may occur within schools and communities. Such language is inconsistent with Central Catholic's values of human dignity, belonging, respect, and community.

Derogatory language includes words, phrases, symbols, gestures, or expressions that target, demean, or diminish individuals or groups based on actual or perceived identity. Examples include, but are not limited to, racial, ethnic, religious, homophobic, transphobic, ableist, body-shaming, or other identity-based slurs, including the N-word, R-word, F-word, and similar derogatory terms.

Derogatory language is prohibited and will not be tolerated by any students while participating in school-related activities or within the school environment. This expectation applies on campus, at school-sponsored events, during co-curricular activities, in athletics, and in online or off-campus settings when the conduct substantially impacts the school community.

Central Catholic recognizes that students may encounter different social, cultural, familial, or community norms regarding language outside of school. Within the Central Catholic community, however, the standard is clear and applies equally to everyone: no student may use racial slurs, identity-based slurs, or other derogatory language, regardless of the student’s own race, ethnicity, identity, or membership in the group referenced by the language. A student’s identity does not create an exception to this expectation. Language that demeans, stereotypes, or targets an individual or group based on identity is prohibited in our school community. 

Students are expected to understand that intent and impact are not always the same. Language used jokingly, casually, through song lyrics, online interactions, gaming platforms, social media, group chats, or without intent to harm may still cause harm and may violate this policy. Consistent with the Student Behavior Policy, impact matters more than intent when determining whether conduct has caused harm.

When a student uses, or is alleged to have used, derogatory language, administration will assess the circumstances, context, severity, frequency, intent, and impact of the conduct. Incidents will be addressed through the Tiered Student Behavior Policy and may be classified as Tier 2 or Tier 3 behavior depending on the nature of the conduct and the harm caused.

Examples of Tier 2 violations may include:

• Identity-based jokes, comments, or stereotypes

• First-time use of derogatory language where harm occurred, but the conduct does not rise to the level of hate speech or targeted harassment

• Language that contributes to an unwelcoming or disrespectful environment

Examples of Tier 3 violations may include:

• Hate speech

• Racial, ethnic, religious, homophobic, transphobic, or ableist slurs directed at an individual or group

• Targeted identity-based harassment or intimidation

• Distribution or display of hateful content, symbols, or messages

• Repeated violations involving derogatory language

• Conduct that creates a hostile educational environment

Depending on the classification of the behavior, students may be subject to educational interventions, restorative practices, restorative learning assignments, detention, probation, suspension, restrictions from athletics or co-curricular activities, dismissal, or expulsion, consistent with Sections 7.1–7.11 of this handbook.

Students may be required to participate in restorative learning opportunities designed to increase understanding of the historical, cultural, and interpersonal impact of harmful language. Participation in restorative or educational processes does not eliminate the possibility of disciplinary consequences.

Ignorance of the historical meaning or impact of derogatory language does not excuse its use. However, developmental maturity, context, prior behavior, willingness to accept responsibility, and demonstrated commitment to learning and growth may be considered when determining appropriate interventions and consequences.

Repeated or escalating violations involving derogatory language may result in increasingly serious consequences, including suspension, dismissal, or expulsion, consistent with the principles of progressive discipline outlined in the Student Behavior Policy.

7.11.5 Examples of Identity-Based Harm

Examples include, but are not limited to:

• Racial, ethnic, religious, homophobic, transphobic, ableist, or other identity-based slurs

• Hate speech

• Identity-based bullying or harassment

• Discriminatory comments, jokes, gestures, or symbols

• Distribution or display of hateful content

• Online conduct targeting an individual's identity

• Severe or repeated microaggressions

• Hazing involving identity-based targeting

• Acts intended to demean, exclude, intimidate, or humiliate others based on identity

7.11.6 Tier 2 Identity-Based Harm

Examples may include:

• Identity-based jokes or comments

• Use of derogatory language

• Harmful stereotypes

• First-time incidents involving identity-based language where significant harm has occurred but the conduct does not rise to Tier 3

In addition to interventions outlined in Section 7.3, students may be required to:

• Complete the Restorative Learning Assignment: Understanding Harm, History, and Responsibility (Appendix 5)

• Participate in restorative conversations

• Participate in educational programming related to the harm caused

• Engage in community-based learning experiences or service opportunities

• Participate in a parent/guardian conference

The goal of Tier 2 intervention is accountability, education, reflection, and repair of harm.

7.11.7 Tier 3 Identity-Based Harm

Examples may include:

• Hate speech

• Targeted racial harassment

• Repeated use of slurs

• Distribution of hateful content or symbols

• Severe identity-based bullying

• Threats or intimidation based on identity

• Hazing involving identity-based targeting

• Repeated Tier 2 violations

In addition to interventions outlined in Section 7.3, students may be subject to:

• Immediate removal from activities, leadership positions, athletics, or co-curricular participation pending investigation

• Suspension

• Behavioral probation

• Required restorative and educational interventions

• Restrictions on participation in school-sponsored events

• Dismissal or expulsion in severe or repeated cases

7.11.8 Restorative Accountability

Consistent with Section 7.4, restorative practices are required when identity-based harm has occurred.

Restorative practices may include:

• Restorative conversations or circles

• Guided reflection and educational assignments

• Letters of accountability

• Community-based repair actions

• Reentry meetings

• Facilitated dialogue when appropriate and voluntarily agreed upon by impacted parties

Restorative practices are not a substitute for consequences. Rather, they are an essential component of accountability and community repair.

7.11.9 Reentry Following Identity-Based Harm

Students returning from suspension or significant disciplinary action related to identity-based harm shall participate in a structured reentry process consistent with Section 7.3.

Reentry decisions may consider:

• Demonstrated accountability and behavioral change

• Completion of assigned restorative and educational interventions

• The emotional and psychological safety of impacted students

• Community trust and readiness for reintegration

• Recommendations from school administration and restorative facilitators

Restoration to the school community does not automatically require restoration to the same leadership role, team, club, performance group, activity, or co-curricular opportunity.

7.11.10 Commitment to Growth

Central Catholic does not claim to be a perfect community. We recognize that students will sometimes make mistakes. Our commitment is not to perfection, but to accountability, learning, repair, and growth.

When harm occurs, we seek not only to address misconduct but also to strengthen relationships, restore trust, and build a community rooted in justice, dignity, belonging, and respect.

As members of the Central Catholic community, we are called to think before we speak, listen before we judge, and act with compassion rather than cause harm.

Central Catholic High School offers a rigorous education rooted in equity, collaboration, and a Catholic worldview. Every student is supported in developing their intellectual potential and in using their intellectual talents to become the best version of themselves. The personal development of each student is more important than the achievement of academic success. Personal integrity is essential for building community, promoting social justice, and living as a person of character.  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.

Academic Misconduct

Academic Misconduct is outlined as any of the following:

General:

1. COURSE RULES/SYLLABUS VIOLATION: Violation of course rules as contained in the course syllabus or other information such as assignment directions or test directions, provided to the student by the teacher/school; this includes use of Generative AI, or other outside assistance, when prohibited by the teacher.

2. HARMING OR HINDERING OTHERS: Engaging in activities that unfairly place other students at a disadvantage, such as taking, hiding, or altering resource material, or manipulating a grading system;

3. PLAGIARISM: Plagiarism is the representation of work or those ideas not originally your own as if they were original to you, or presenting that work or ideas without proper acknowledgment of the original source. Plagiarism includes unacknowledged / inappropriate use of Generative AI; it includes the unacknowledged word-for-word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas;

4. UNAUTHORIZED GENERATIVE AI: Generative AI is defined as artificial intelligence algorithms capable of generating new content such as text, image, computer code, video and more (ex. include ChatGPT, Midjourney, etc). Unauthorized use of content created by Generative AI is considered unauthorized assistance and is an academic integrity violation. Unacknowledged use of content or ideas created with Generative AI is plagiarism.

Summative Assessment:

1. UNAUTHORIZED ASSISTANCE: Knowingly providing or receiving information during examinations such as course examinations; or the possession and/or use of unauthorized materials during those examinations; this includes assistance from other people and/or Generative AI systems.

2. RECORDING/PHOTOGRAPHING DURING EXAMS: Students using the camera function of their cellular phones or screen shot function of their device, or any other means of capturing information, during exams or quizzes will be subject to an integrity violation.

Coursework: 

1. UNAUTHORIZED ASSISTANCE: Knowingly providing or using unauthorized assistance in labs, projects, or on a course assignment.

2. PLAGIARISM: Submitting plagiarized work for an academic requirement, such as homework or assessments.

3. "DOUBLE DIPPING": Submitting substantially the same work to satisfy requirements for multiple classes without permission of the teacher of the course for which the work is being submitted.

4. FABRICATION: Falsification, fabrication, or dishonesty in creating or reporting lab results, research results, and/or any other assignments; use of unverified information created by Generative AI is fabrication.

5. UNAUTHORIZED ASSISTANCE: Serving as, or enlisting the assistance of a peer, for a student in any graded assignments without the expressed permission of the course teacher; this includes assistance from Generative AI.

When a student signs their name to a paper or project, the student is pledging that it is their own work. Cheating in any form is a violation of personal integrity and damages the community. Cheating is not tolerated at Central Catholic. Any student who is found to have any academic misconduct will be given an integrity violation and it will be recorded in the student’s permanent record. The behavioral consequence will be upheld by the Dean of Student Management, Safety, and Security.

Consequences for Academic Integrity Violations

First offense: The student and teacher will have an intentional conversation about the value of academic integrity. The teacher will notify the parents/guardians, the Dean of Student Management, Safety, and Security and the student’s counselor. The student will redo or retake the particular assignment or test. The incident will be documented with the Dean of Student Management, Safety, and Security.

Second offense: The student will automatically receive a zero (0) on the particular assignment or test. The incident will be documented and the student will be placed on Academic Integrity Probation. This will entail a conference with the student, the parent(s) or guardian(s), the Dean of Student Management, Safety, and Security, and any other school personnel involved in the matter. The student, along with others in attendance at this meeting, will develop a plan of assistance.

Third offense: The incident will be documented. The student will automatically receive a zero (0) on the particular assignment or test. The student will be dismissed with an opportunity for an appeal.

Fourth offense: The student is dismissed from Central Catholic with no option to appeal.

Determining Generative AI Misconduct:

Students need to keep/track their process steps and may be asked to show their process steps at teacher request. If they cannot show their process steps, further review will take place. If there is reasonable suspicion, students will be asked to demonstrate the skill again, be able to show their process steps, or show knowledge or understanding of the topic/concept in an in-person setting. If a student cannot demonstrate their learning, at least one other faculty member (in addition to the teacher involved) will review the information to assess the situation. Parents/guardians will be notified of the concern. 

Central Catholic develops critical thinkers who are the best version of themselves. We set a high standard for success and encourage students to become critical thinkers when considering time and place for different attire. Administration worked with students to form a Dress Agreement Task Force that gives students a voice to help create a mutual understanding and agreements around attire on campus. Being a college and life prep school includes preparing students to follow expectations in learning and professional environments.

Parents/guardians and students are responsible for ensuring proper dress and hygiene. We expect our students to be dressed in a way that meets the expectations of a Catholic school setting.

Considerations when thinking critically about what to wear to school:

1. Clothing should allow the student to actively engage in the life of the school.

2. Undergarments (including sports bras and bustiers), and/or bathing suit tops will not be shown or worn as a top.

3. Shirts must have straps.

   1. No deep-cut V-neck or scoop shirts or tanks.

4. Clothing will be functional for walking, climbing stairs, and sitting.

5. Clothing will not be sheer or see-through.

6. Clothing must cover the abdomen.

7. Bottoms will have an inseam that is four inches or longer.

8. Pants will sit on or above the hips.

All eight considerations will be met to be in alignment with the dress agreements and apply to the school day. Specific dress agreements may be designated by a particular extracurricular activity.

Additional Dress Agreements, Expectations, and Considerations:

1. Clothing may not depict, imply, advertise, or advocate illegal, violent, or lewd conduct, weapons, or the use of alcohol, tobacco, marijuana, or other controlled substances.

2. Clothing may not depict or imply pornography, nudity, or sexual acts, or support brands that promote such practices or behaviors.

3. Clothing may not display or imply vulgar, discriminatory, or obscene language or images.

4. Clothing may not state, imply, or depict hate speech/imagery targeting groups based on race, ethnicity, gender, sexual orientation, gender identity, religious affiliation, or any other protected classification.

5. Sunglasses may not be worn inside the building.

6. Clothing and accessories that endanger student or staff safety may not be worn.

7. Apparel, jewelry, accessories, tattoos, or manner of grooming that, by its color, arrangement, trademark, or any other attribute, denotes membership in a gang that advocates illegal or disruptive behavior is prohibited.

8. Any clothing or apparel with self-applied graphics may be deemed inappropriate and is subject to approval by the Dean of Student Management, Safety, and Security.

Faculty and staff will use the following guidelines when implementing dress agreements above:

• If faculty and staff feel a student is egregiously unaligned with the Dress Agreements, faculty and staff may approach the student privately in a non-judgmental and respectful way as a warning and to problem solve an immediate resolution.

• Faculty and staff are to fill out a Dress Agreements Intervention Form (DAIF) through Google Forms and email it to Administration to hold the student accountable to the agreements.

Ram Dress

Central Catholic strives to provide robust opportunities in an inclusive and supportive community. We are determined to design special dress opportunities that are equitable to all shapes, sizes, and socio-economic backgrounds. Assemblies and liturgies are an opportunity for Central Catholic to celebrate our community and show pride in our school.

Ram Dress is required at all school liturgies, student recognition assemblies, Rose Festival assemblies, senior awards, all school conference days, and when we have guest speakers. Ram Dress is defined as the Central Catholic polo provided by the school to be worn with pants with pockets and zippers. No blue denim. Any sweatshirt or sweater must be Central Catholic branded if it is going to be worn over the polo.

Students will remain in Ram Dress for the entire school day. 

When a student is out of Ram Dress they may rent a shirt from the main office for $10.00 for the day. If the polo is not returned by the end of they day the student will be charged $25.00 for the cost of the shirt.

In the event a student is unaligned with the Dress Agreements, the following immediate steps must be taken to realign with the policy:

• Faculty/Staff fill out a form to notify Administration when students are out of agreement. Students not in Ram Dress are sent to the main office for a polo.

• At no time is the administration required to share the reporting faculty or staff member's identity

First warning:

• The student will be asked to change into their own clothing that aligns with the Dress Agreements.

• If the student does not have access to a change of clothes, they will be directed to the front office to purchase a Central Catholic t-shirt for $10 through student billing. This t-shirt must be worn to comply with the Dress Agreements for the remainder of the day.

• Refusal to change into compliant clothing or the provided t-shirt will result in the student being sent home. Upon return, the student will be required to follow the appropriate next step in the accountability process, based on where they currently stand (i.e., first warning, second warning, etc.). This absence will count toward overall attendance.

Second warning:  

• Detention will be issued, and an email will be sent home to notify the student and parents/guardians that the student continues to be out of alignment with Dress Agreements and/or Ram Dress.

Third warning: 

• • The student will receive two days of detention, a parent/guardian meeting will be held, and the student will be placed on probation for one semester for not upholding community standards and expectations.

If a fourth notice is warranted within the probation period, the student will be indefinitely suspended and must go before a Discipline Board for failure to align with the policies of the Central Catholic Community.

This process ensures students are supported in realigning with community expectations respectfully and consistently, while maintaining the integrity of our learning environment.

Purpose

To promote full engagement in learning, meaningful community connection, respectful communication, and student well-being—and in alignment with Oregon law restricting student use of personal electronic devices during the school day—Central Catholic High School is a cell phone and personal audio device-free campus during the school day.

As a Catholic school, we believe that authentic formation occurs when students are fully present to God, to one another, and to their learning. Rooted in our core values of Faith and Love, Community, Academic Excellence, Diversity, Compassion, and Integrity, this policy supports our commitment to creating a learning environment where every student feels a sense of belonging and understands that character matters.

The purpose of this policy is not simply to limit technology use, but to cultivate attention, presence, responsibility, and healthy relationships while reducing distractions that interfere with learning and community life.

Laptops used for instructional purposes are not subject to this policy; however, teachers may decide when a laptop may be accessed and used during class time or during co-curriculuars. Refusing to follow a faculty or staff member's request to put a device away will require a behavior intervention and possible confiscation of the student's device.

Rationale

At Central Catholic, we believe that learning, formation, and community are strengthened when students are fully engaged in the present moment.

This policy supports:

• Stronger relationships through face-to-face interaction

• Increased focus and academic engagement

• Improved student well-being and mental health

• Greater participation in school life and community

• Development of responsible technology habits

• A culture of respect, belonging, and attentiveness

By limiting personal device use during the school day, we create conditions that allow students to thrive academically, socially, emotionally, and spiritually.

School-Day Expectations

The school day begins with the first bell, signaling the start of the first class, and ends with the final bell, signaling the end of the last class of the day.

During the school day:

• Cell phones must be powered off or silenced and stored in student lockers or backpacks.

• Headphones, earbuds, AirPods, smartwatches, and other personal audio devices must be stored and may not be worn or visible.

• Personal electronic devices may not be used during class, passing periods, assemblies, liturgies, retreats, advisory, lunch, breaks, or other school-sponsored activities occurring during the school day.

• Students may use devices before the first bell and after final dismissal.

• Laptops may be used when authorized for instructional purposes.

Students are expected to keep all personal electronic devices off and away throughout the school day.

Medical and Educational Accommodations

Students with documented medical needs requiring access to a device may receive accommodations through the appropriate school process.

Students participating in the RAMS Program or receiving approved accommodations that require headphones, earbuds, or other devices for sensory or educational purposes may use such devices in accordance with their accommodation plan.

Communication During the School Day

To maintain a focused learning environment while ensuring access to important communication:

• Students needing to contact a parent or guardian during the school day should do so through the Main Office, Counseling Office, or another designated school office.

• Parents and guardians needing to contact their student during the school day should contact the Main Office.

• Students should not use personal devices to communicate with parents, guardians, or others during the school day without administrative permission.

In emergency situations, school personnel will ensure appropriate communication between students and families.

Designated Device Access Period

The administration may designate a specific time and location during the school day when students may briefly access their phones for communication purposes.

If such a period is established:

• Device use shall be limited to the designated time and location.

• Devices must be returned to lockers or backpacks immediately following the designated access period.

• All other provisions of this policy remain in effect.

The administration reserves the right to modify, suspend, or eliminate designated access periods as needed.

Camera and Recording Functions

To protect privacy and maintain a safe learning environment:

• Photography, audio recording, or video recording of any student, staff member, classroom activity, or school event without permission is prohibited.

• The use of cameras or recording devices is strictly prohibited in restrooms, locker rooms, counseling spaces, and other areas where privacy is expected.

• Students who photograph, record, distribute, post, or share images or recordings without permission may be subject to disciplinary action under the Student Behavior Policy, Academic Integrity Policy, Harassment and Bullying Policy, or other applicable handbook provisions.

The use of any recording function during assessments may constitute an Academic Integrity violation.

Enforcement and Accountability

To ensure consistency and fairness:

• Administrators may conduct classroom visits and periodic compliance checks.

• Faculty, staff, substitute teachers, coaches, and activity moderators are expected to uphold and consistently enforce this policy.

• Students may be asked to surrender devices when a violation is observed or reasonably suspected.

Faculty and staff shall not authorize student use of personal cell phones except when specifically approved by administration or in situations involving health, safety, or emergency needs.

Consequences for Violations

Violations of this policy will be addressed through the Tiered Student Behavior Policy.

First Violation (Tier 1)

• Device is confiscated immediately.

• Device is delivered to the Main Office.

• Parent or guardian must retrieve the device.

• Incident is documented.

Second Violation (Tier 1 Repeated Behavior)

• Device is confiscated immediately.

• Parent or guardian must retrieve the device.

• Incident is documented.

• Student may receive detention or other Tier 1 interventions.

Repeated Violations (Tier 2)

Repeated noncompliance may be considered Tier 2 behavior due to refusal to follow school expectations.

Consequences may include:

• Parent/guardian conference

• Behavioral contract

• Detention or Saturday School

• Loss of privileges

• Probation

• Additional interventions consistent with the Tiered Student Behavior Policy

Students who refuse to surrender a device when directed by a school employee may be subject to additional disciplinary consequences for insubordination.

Central Catholic High School uses a tiered, restorative approach to student discipline. Depending on the nature, severity, impact, and frequency of a student's behavior, one or more of the following interventions, restorative responses, or disciplinary consequences may be assigned.

Consequences are intended to:

• Promote accountability and personal growth

• Repair harm to individuals and the community

• Protect student safety and dignity

• Restore trust and relationships when possible

• Reinforce school expectations and community values

The consequences below may be assigned individually or in combination.

Restorative Conversations and Conferences

A restorative conversation is often the first response to incidents involving conflict, disrespect, harm, or community disruption.

The purpose is to:

• Understand what occurred

• Explore the impact of the behavior

• Encourage accountability

• Develop a plan to repair harm

• Rebuild trust within the community

Restorative conversations may involve students, staff members, parents/guardians, counselors, administrators, and other affected individuals.

Restorative Learning Assignment

Students may be assigned a structured restorative learning assignment when their actions have harmed individuals or the community.

Assignments may include:

• Reflection on behavior and impact

• Research and learning activities

• Written accountability statements

• Community repair actions

• Development of a personal growth plan

• Participation in restorative meetings

Completion of a restorative learning assignment may be required before a student is allowed to return to certain privileges, activities, or leadership roles.

School-Excused Restorative Learning Day (SE)

For certain Tier 2 behavioral incidents, students may be assigned a School-Excused Restorative Learning Day.

This consequence is distinct from suspension.

The purpose is educational rather than punitive and provides dedicated time away from the school environment for reflection, learning, accountability, and skill development.

Students assigned a School-Excused Restorative Learning Day:

• Receive an "SE" (School Excused) attendance designation

• Are responsible for completing assigned academic work

• May be asked to take a pause on co-curricular activities at the discretion of administration

• May be required to complete a Restorative Learning Assignment (Appendix 5)

• Participate in reflection, restorative activities, educational modules, or community-based learning experiences as assigned

• Must complete all requirements before returning to regular school activities

A School-Excused Restorative Learning Day does not constitute a suspension or imply exclusion from the school community. Rather, it is an intervention intended to promote growth, accountability, and learning.

Restorative Justice Circle

Restorative Justice Circles provide an opportunity for community members to come together and address harmful behavior in a process that explores harms and needs, obligations, and necessary engagement.

Who’s involved?

• Responsible Parties: the individuals whose actions have harmed others and/or the community

• Impacted Parties: those who were directly harmed by the respondents’ actions

• Affected Parties: others who consider themselves or their community to have been harmed by the actions of the respondents

• Supporting Parties: friends or family of either the respondents or the affected parties, and the student's school counselor

• Facilitator: the Dean of Student Management, Safety, and Security, who facilitates the Circle

What takes place at a Circle?

• Circles bring all parties together to meet, talk about what happened, and settle on a plan to repair the harm. In a typical Circle:

• Each person introduces themself and their relationship within the Circle.

• Responsible Parties share what happened before, during, and after the incident, and how they feel about what happened.

• Affected Parties and Impacted Parties share what happened before, during, and after the incident, how they feel about what happened, and any questions they have

• Supporting Parties are invited to share any thoughts or feelings about what they’ve heard.

• The Dean of Student Management, Safety, and Security will ask questions to guide the process and is multi-partial rather than impartial; they are committed to supporting and assisting all parties in helping each person tell their story well.

• Once everyone has spoken, the group will brainstorm options for repairing the harm done. From the options, the group decides which could best repair the harm and address the most important issues.

• If the group chooses to create a written Agreement, the Dean of Student Management, Safety, and Security will record the options chosen and compile the Agreement, which is signed by all parties.

• The Dean of Student Management, Safety, and Security provides formal closure to the Circle. Participants are encouraged to contact the Dean of Student Management, Safety, and Security with any concerns about non-compliance.

What are the benefits of using Circles to resolve complaints?

• Rather than focusing on which policies were violated, Circles help identify who was hurt and what must be done to repair the harm.

• In a Circle, all parties work together to develop an agreement that resolves the issue. All parties must assent in order for an agreement to be reached. All parties exit feeling satisfied about both the process and the outcome.

• Circles help Responsible Parties restore their standing in their communities and repair relationships damaged by their actions. Respondents often report that their ties within the community are strengthened as a result of having participated in the Circle.

• Circles provide Impacted Parties a safe, facilitated space to tell the Respondent how their actions caused harm. Impacted parties play an active part in deciding how the Respondent can best repair the harm done.

• Circles allow Supporting Parties to describe more holistically how what occurred has affected the party they are supporting.

• For complaints that may also constitute violations of the Statement, successful resolutions using Circles mean that the Respondent does not incur a disciplinary record.

Restorative Justice Circles may be required for incidents involving interpersonal conflict, bullying, harassment, identity-based harm, community disruption, or other situations where meaningful repair and dialogue are appropriate.

Participation in restorative processes may be required as part of a student's accountability plan.

Lunch Detention 

Length: During the scheduled lunch period (according to the day's bell schedule)

• Lunch detention is served on the same day it is assigned.

• Students will have 10 minutes to obtain their lunch before reporting to the designated detention classroom.

• School administration may determine that other minor violations of school rules or conduct warrant additional consequences.

• Lunch detention is supervised by a teacher or staff member.

• After eating, students are responsible for cleaning tables and assisting with cafeteria, gym, or field beautification/cleanup as directed.

• In cases of undue hardship, the Dean of Student Management, Safety, and Security may postpone detention for up to one (1) school day.

After School Detention: One (1) Hour

Length: One (1) hour

• Students must report to the Commons within 10 minutes after the final class of the school day.

• After-school detention is supervised by a teacher or staff member.

• Students may be assigned campus beautification or other school service duties during after-school detention.

Behavioral Saturday School (Three Hours)

Behavioral Saturday School may be assigned as a Tier 1 or Tier 2 intervention for repeated or significant behavioral concerns.

Length: Three (3) hours

• Students must report to the Gym Lobby doors on 24th Street by 7:45 a.m. for an 8:00 a.m. start.

• Saturday detention may include campus beautification and other school service projects under staff supervision.

• If a student cannot attend the assigned Saturday detention due to a documented hardship, they must contact the Dean of Student Management, Safety, and Security immediately to make alternate arrangements.

Common reasons include:

Attendance Concerns

• Excessive tardiness

• Unexcused absences

• Leaving campus without permission

Behavioral Concerns

• Repeated classroom disruption

• Insubordination

• Failure to serve assigned detention

• Repeated dress code violations

• Minor bullying or harassment concerns

• Technology misuse

Community Accountability

• Failure to complete assigned restorative actions

• Repeated low-level behavioral concerns

• Violations of behavioral contracts

Loss of Privileges

Students may temporarily lose privileges, including:

• Open campus privileges

• Attendance at dances or social events

• Participation in non-academic activities

• Parking privileges

• Technology privileges

• Leadership opportunities

Loss of privileges may occur independently or in conjunction with other disciplinary responses.

Failure to Serve Detention

Students are expected to serve detention at the first opportunity.

Failure to complete an assigned detention will result in escalating consequences:

• First Failure: The assigned detention obligation will double and/or the student may be assigned campus beautification during the monthly Saturday detention program.

• Second Failure: The detention obligation will double again, a formal warning will be issued, and additional disciplinary action may be assigned.

• Third Failure: Suspension procedures may be initiated, and the student may be suspended from athletics and other co-curricular activities.

Behavioral or Academic Probation

Students may be placed on probation when behavior demonstrates a pattern of concern or when serious violations occur.

Terms of probation may include:

• Regular counselor check-ins

• Behavioral goals

• Academic expectations

• Parent/guardian conferences

• Restrictions on participation in activities

• Completion of restorative requirements

Any additional major behavioral violation during probation may result in further disciplinary action, including dismissal.

Co-Curricular Participation Restrictions

Participation in athletics, student leadership, clubs, performing arts, affinity groups, service organizations, academic teams, and other co-curricular activities is a privilege.

Students may be temporarily restricted from participation due to:

• Significant behavioral concerns

• Excessive Tardies

• Unexcused absences

• Failure to complete assigned consequences

• Identity-based harm, bullying, hazing, or harassment

• Suspension or probation status

• Safety concerns

Restrictions may include practices, competitions, performances, travel, leadership responsibilities, meetings, or events.

Suspension

Suspension is generally reserved for Tier 3 or severe behavioral incidents involving significant harm, safety concerns, repeated misconduct, or major violations of school policy.

When a student is suspended for committing an offense, the following sequence will occur:

1. The Dean of Student Management, Safety, and Security will remove the student from regular classes.

2. If the student is suspended, the student’s parents/guardians will be contacted before the student is released from school.

3. The length of suspension will depend on the seriousness of the offense.

4. The student may be readmitted on probation after the Dean of Student Management, Safety, and Security meets with the student and parents/ guardians.

5. Suspension will be considered an unapproved absence, but academic work may be completed without penalty during the period of suspension.

6. The student may not participate in athletics or co-curricular activities.

7. Suspension or probation does not appear on a student’s transcript that is forwarded to employers, colleges, or universities.

8. If readmitted after suspension, the student will be placed on probation.

9. If a student is suspended, it could jeopardize current scholarships, and it may affect their ability to receive a merit-based scholarship the following year. Student behavior does not impact financial aid.

In addition:

Students returning from suspension may be required to complete a restorative reentry process prior to resuming classes, leadership positions, or co-curricular participation.

Restorative Reentry

Students returning from suspension, significant behavioral incidents, or extended removal from activities may be required to participate in a restorative reentry process.

The purpose is to:

• Demonstrate accountability

• Repair trust where possible

• Ensure readiness to return

• Support the safety and well-being of impacted individuals

Reentry may include:

• Reflection activities

• Restorative conferences

• Parent/guardian meetings

• Behavioral agreements

• Ongoing support plans

Participation in restorative processes does not automatically guarantee reinstatement to leadership roles, teams, activities, or prior positions of responsibility.

Dismissal

When a student is dismissed for committing an offense, the following sequence will occur:

1. The Dean of Student Management, Safety, and Security will consult with the Principal in all dismissal cases.

2. The student’s parent(s) or guardian(s) and counselor will be notified of the incident.

3. Students who are dismissed for disciplinary reasons have the right to appeal this decision (unless otherwise stated) before the Disciplinary Appeal Board.

4. The dismissed student shall return their ID card to the Dean of Student Management, Safety, and Security, clean out their locker, and return all library books and access card.

5. The dismissed student will have their parents/guardians make the necessary arrangements with the registrar for transferring records to a new school.

6. The dismissed student will not be allowed back on the Central Catholic campus for any reason.

7. The dismissed student will not be allowed to attend any function that is the sole activity or event of Central Catholic, whether on campus or away.

8. Permission for exceptions to any of the above may be granted upon written request to the Dean of Student Management, Safety, and Security through the appeal process (see Appendix 1).

9. In some circumstances, the student may appeal for readmission the following school year (see Appendix 1), noting that Central Catholic does not accept senior transfers.

Appeal

The Disciplinary Appeal Committee is composed of the Dean of Student Management, Safety, and Security, two (2) faculty members, and another faculty member who is chosen by the student to guide them through the appeal process. The board will hear all requests for appeal when a student is dismissed and render recommendations to the Principal.

Students who are dismissed for disciplinary or academic reasons have the right to appeal this decision before the Disciplinary Appeal Committee.

The student, parents/guardians, and a student-selected advocate present their case to the Disciplinary Appeal Committee for review.

After this meeting, each faculty member on the board votes independently on the student's status.

The Dean of Student Management will review this meeting and the Disciplinary Appeal Committee's recommendation with the Principal, who will make the final decision in all cases of dismissal.

The Dean of Student Management will inform the parents/guardians and the student of the final decision.

1. If the student is dismissed, they must follow the dismissal check-out procedures.

2. If the student is readmitted, the Dean of Student Management will set the length and terms of the probation based on recommendations from the Disciplinary Appeal Committee.

Interpretation of Policy

Central Catholic High School reserves the right to clarify, interpret, and apply all policies and disciplinary consequences in a manner consistent with the school's mission, values, and commitment to student formation, safety, accountability, dignity, and community well-being.