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Rams Program

Our goal is to maintain a high level of achievement while admitting students with learning challenges. We wish to recognize, acknowledge, and respond to our students’ strengths, challenges, and learning abilities in order to help them to be successful. Our services are designed to assist students with learning challenges to succeed within the regular curriculum with support, not a separate pull out program.

Our specialist will design a Learning Plan to address the specific accommodations needed by the student to succeed alongside peers in traditional courses. Also available are Math and Language Arts Lab courses specifically designed for students who need targeted support in those areas.

How do students qualify for support services?

Students can obtain eligible to receive supports in one of two ways:

  •  Students entering Central Catholic have been through an evaluation process and hold a current educational based diagnosis of a learning difference or disability and/or have a private school learning plan or public school IEP/504 that has been in place while in junior high.

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

  • Students are referred by a parent or staff member to undergo an evaluation for a learning difference or disability. Once parents provide school staff with an indication of a suspected learning difference or disability, Student Support will require the following documentation associated with the suspected learning difference/disability: CLICK HERE.

The following academic support is available:

Assists students and teachers to support the success of each student within the regular classroom situation.

Specific responsibilities of the Student Support Coordinator:

  • Case manage students with learning plans
  • Organize and facilitate staffing with students, parents, counselors and teaching staff
  • Develop and present Professional Development opportunities for classroom teachers to facilitate and support inclusion within the classroom setting
  • Coordinate enrollment and placement of students in Summer Program, and Lab support courses
  • Coordinate and manage after school Power Hour study opportunity
  • Facilitate academic assessment using Measures of Academic Performance (MAP)
  • Coordinate student testing center
  • Support admissions office including evaluation of applicants for Support Services and RAM’s Program
  • Serve as liaison to Archdiocese of Portland K-8 Learning Specialist Advisory Committee
  • Teach general studies classes utilizing course of study prescribed by Central Catholic
  • Supervise instructional assistants

How does a student start the process to gain access to a coordinator?

  • Personally speak to the Student Support Coordinator(SSC) during school hours
  • Request a meeting through the student’s counselor
  • Parents can email or call the Student Support Coordinator to schedule a meeting

How often does a student meet with a coordinator?

  • Students can meet with the SSC or their case manager as often as needed
  • Both students and parents can request a meeting to discuss the learning plan at anytime throughout the school year
  • Parents and students convene a yearly meeting with designated staff members to review the learning plan heading into a new school year or a new semester as needed.

Determine student’s needs, rate, level of performance, and provide appropriate accommodations.

How do the individual teachers track the individual ILPs?

Teachers track students on learning plans through Powerschool.  Each teacher has access to the learning plan and student accommodations with the click of the mouse.

Who reviews ILPs with teachers and how are ILPs tracked to ensure students and teachers are following it?

The student’s case manager reviews LP’s with teachers in order to ensure there is an understanding of the accommodations to be implemented in the classroom.

What are the types of typical accommodations that can be included?

CLICK HERE for information that identifies and explains the accommodations on a learning plan 

Math and Language Arts Labs as elective class options to provide support for math, literacy, and organization.

What is the format and level of 1:1 assistance?

  • Students on learning plans may be place into either an English I support lab, a math support lab, or both during their freshman year
  • Following the freshman year, students have the option to enroll into .5 credit academic support class.
  • The academic support class is a low student to teacher ratio, typically 6:1.
  • Academic support provides the opportunity for organization, solidifying concepts, studying for tests, and improving all aspects of student executive function.

Summer Scholars program offering students the opportunity to get a head start academically and socially as they transition to high school.

  • Incoming freshman who do not meet a criterion based score on placement exams are recommended to enroll in the Summer Scholars Program.
This is an optional program for students, but if they elect to forgo the Summer Scholars Program, they are automatically enrolled into a lab support class for English and/or math, and in some cases both, during the first semester of the school year.
Should students enroll in the Summer Scholars Program they have the opportunity to take a placement test at the program’s end.  Should students improve their score and test out of a lab class, they will have the opportunity to choose from a list of electives that would take place of lab support classes. 

Structured academic support after school from 2:45-3:45, Mon. - Thurs.

What is the structure?

  • Power Hour is open to any student at Central Catholic High School.  It is staffed by a learning specialist as well as a teacher from a specific discipline on different days of the week(English, math, theology, history).
  • When students arrive to Power Hour they sign in and when they leave they sign out.  The staff tracks and monitors student attendance and time spent in Power Hour through this method.
  • Students who are on academic probation are required to attend Power Hour three times per week for the alloted time for an entire semester.
  • Students who are not on academic probation, but are seeking assistance with assignments, can attend as often and as long as needed.
  • Students are expected to treat Power Hour as a class (phones away, working towards assignment completion, studying for tests, asking for assistance from staff members).
  • Students who do not follow Power Hour guidelines are asked to leave. 

What type of student should take this class?

Student who need a time of day when they can decompress, get organized and ask questions of the learning support specialist staffed during class.

What is the structure?

Students are given daily assignments designed to improve executive functioning ability (metacognition, task initiation, organization, prioritizing, planning, etc.)  Assignments are designed to engage students for less than 20 minutes of the class in order for students to dedicate the remaining time to assignment completion or studying for upcoming exams.

Is there scheduled 1:1 time with in-room teacher to work on planning projects, test prep, and calendar reviews?

The instructor in the classroom is required to check Canvas with each student. During this check in opportunity, staff can create plans for the student to brainstorm around turning in assignments and preparing for upcoming projects and exams.


Students in the National Honor Society fulfill service hours during Power Hour by being available for assisting students with questions or “how to’s” associated with different classes (algebra, biology, English, foreign language, etc.).  Power Hour staff will assign NHS members to students where the NHS member feels most comfortable assisting.

National Honor Society provides student tutors in after school study hall every Monday-Thursday.  In addition, individual student teachers may be arranged for subject specific assistance through the National Honor Society Advisor, Ms. Taren Taylor.  To request an individual tutor, please email Ms. Taylor at ttaylor@centralcatholichigh.org.

Administered on an individual basis to diagnose specific learning needs. Contact Student Support Services Coordinator Audrey Hart at ahart@centralcatholichigh.org.

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