Upper School Handbook by American School Of Madrid

UPPER SCHOOL GRADES 9-12 STUDENT HANDBOOK 2020–2021

AMERICAN SCHOOL OF MADRID CALLE AMÉRICA, 3 POZUELO DE ALARCÓN MADRID, 28224 SPAIN (+34) 917 40 19 00

AMERICAN SCHOOL OF MADRID

TABLE OF CONTENTS ASM SCHOOL CALENDAR (TENTATIVE)............................................................................................. Academic Calendar.................................................................................................................... LOCATION AND CONTACT INFORMATION ADDRESS...................................................................................................................................... OFFICE HOURS............................................................................................................................. TELEPHONE.................................................................................................................................. EXTENSIONS FOR SCHOOL SERVICES ......................................................................................... ADMINISTRATIVE INFORMATION.................................................................................................... SCHOOL BOARD ……………………………………………………………………………………………………………….. BOARD MEMBERS ……………………………………………………………………………………………………………. SCHOOL ADMINISTRATION.................................................................................................... FROM BEN WEINBERG, HEADMASTER ……………………………………………………………………………… FROM FÉLIM BOLSTER, UPPER SCHOOL DIRECTOR …………………………………………………………… STRATEGIC GOALS …………………………………………………………………………………………………………… PHILOSOPHY, OBJECTIVES AND LEARNING PRINCIPLES................................................................. PHILOSOPHY.............................................................................................................................. OBJECTIVES................................................................................................................................ LEARNING PRINCIPLES AT ASM .................................................................................................. ASM AND IB LEARNER PROFILE ...................................................................................................... CHILD SAFETY AND WELL-BEING ASM’S PHILOSOPHY ON ACADEMIC INTEGRITY ………………………………………………………………………… THE IMPACT OF ACADEMIC DISHONESTY ON THE CONTINUITY OF EDUCATION AT OTHER INSTITUTIONS ……………………………………………………………………………………………………………………… THE HONOR CODE ……………………………………………………………………………………………………………………… ACADEMIC POLICIES AND PROCEDURES......................................................................................... DAILY CLASS SCHEDULE............................................................................................................. POWERSCHOOL (PS) ................................................................................................................. GRADING SYSTEM AND GRADING POLICIES .................................................................................. DETERMINATION OF TRIMESTER GRADES................................................................................. ELIGIBILITY FOR PARTICIPATION IN ACTIVITIES ........................................................................ CONFERENCES WITH TEACHERS …………………………………………………………………………………………. CURRICULUM AND COURSE SCHEDULING.................................................................................... COURSE CHANGES................................................................................................................... INTERNATIONAL BACCALAUREATE (IB) DIPLOMA (DP)............................................................. ACCELERATION AND/OR EARLY GRADUATION........................................................................ LEARNING SUPPORT................................................................................................................ IMPORTANT NOTE ABOUT PHYSICAL EDUCATION ……………………………………………………………… REQUIREMENTS FOR GRADUATION........................................................................................ STUDENT ACTIVITIES...................................................................................................................... CLASS ORGANIZATION AND STUDENT COUNCIL...................................................................... SPECIAL EVENTS........................................................................................................................ STUDENT CLUBS ........................................................................................................................ FUNDRAISING ............................................................................................................................ PROGRAMS AND PERFORMANCES .......................................................................................... IMPORTANT INFORMATION FOR PARENTS REGARDING STUDENT PHOTOS IN ASM PUBLICATIONS ......................................................................................................................... AFTER SCHOOL PROGRAM....................................................................................................... Activities................................................................................................................................... Athletic Program......................................................................................................................

Page 1 1 2 2 2 2 2 3 3 3 3 4 5 6 6 6 6 7 8-9 10 11 11 12 13 13 14 15-20 18-20 21 21 22 22 22 23 23 24 25 26-29 26 26 26 27 27 27 28 28 29

TABLE OF CONTENTS (con't.) RECOGNITION OF STUDENT ACHIEVEMENT .................................................................................... TRIMESTER AWARDS ................................................................................................................ HONOR SOCIETIES .................................................................................................................... 1. National Honor Society........................................................................................................ 2. Cum Laude Society............................................................................................................... 3. La Societé Honoraire De Français …………………………………………………………………………………… MAJOR AWARDS ........................................................................................................................ HONORS DIPLOMA ………………………………………………………………………………………………………………. VALEDICTORIAN AND SALUTATORIAN………………………………………………………………………………….. GUIDANCE AND COLLEGE ADMISSIONS COUNSELING.................................................................... UPPER SCHOOL COUNSELORS................................................................................................... COLLEGE ADMISSIONS COUNSELING....................................................................................... TESTING PROGRAMS OFFERED AT THE AMERICAN SCHOOL OF MADRID............................... SCHOOL RECORDS................................................................................................................... ASM UNIVERSITY AND COLLEGE ACCEPTANCES 2020 ............................................................. IMPORTANT DAILY INFORMATION................................................................................................. DAILY SCHOOL SCHEDULE......................................................................................................... MORNING ANNOUNCEMENTS.................................................................................................. BUS SERVICE.............................................................................................................................. LUNCH....................................................................................................................................... UPPER SCHOOL CULTURE AND COMMUNITY………………………………………………………………………. Wellbeing ……………………………………………………………………………………………………………………………. Community…………………………………………………………………………………………………………………………. Learning …………………………………………………………………………………………………………………………….. Advisory …………………………………………………………………………………………………………………………….. SCHOOL-SPONSORED TRIPS...................................................................................................... LEARNING COMMONS ............................................................................................................... ACCEPTABLE USE / STUDENT ACCESS: COMPUTERS AND INTERNET ....................................... SOCIAL NETWORK POLICY …………………………………………………………………………………………………… DATA PROTECTION AND SECURITY POLICY …………………………………………………………………………. “BYOD” (BRING YOUR OWN DEVICE) PROGRAM …………………………………………………………………. STUDENT RESPONSIBILITY FOR SCHOOL MATERIALS................................................................ BORROWING SCHOOL EQUIPMENT …………………………………………………………………………………….. PROCEDURES FOR USING THE LOCKABLE LOCKERS IN THE CHANGING ROOMS …………………. LOST AND FOUND...................................................................................................................... SCHOOL NURSE......................................................................................................................... STUDENT VISITORS TO CAMPUS............................................................................................... STUDY HALLS............................................................................................................................ ACCESS TO CAMPUS ................................................................................................................ STUDENT RIGHTS AND CHANNELS OF COMMUNICATION ........................................................... UPPER SCHOOL EXPECTATIONS FOR BEHAVIOR ........................................................................... RESPECT FOR DIVERSITY …………………………………………………………………………………………………….. CLASSROOM............................................................................................................................. SCHOOLWIDE........................................................................................................................... HANDLING OF DISCIPLINARY INFRACTIONS .................................................................................. DISCIPLINARY ACTIONS THAT MAY BE TAKEN AT ASM ................................................................. DISCIPLINE CHART..................................................................................................................... SCHOOL ATTENDANCE.................................................................................................................... PROCEDURES FOR PARENTAL/GUARDIAN ABSENCES.............................................................. ABSENCE FROM CLASS OR SCHOOL......................................................................................... PLANNED ABSENCES …………………………………………………………………………………………………………. LATENESS TO CLASS OR SCHOOL.............................................................................................

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ASM SCHOOL CALENDAR (TENTATIVE) 2020 Friday, August 28 Monday, August 31 Thursday, September 3 Thursday, September 17 Monday, October 12 Wednesday, October 21 Monday, November 2 Monday, November 9 Wednesday, November 25 Thursday, November 26 Friday, November 27 Monday, November 30 Tuesday, December 1 Monday, December 7 Tuesday, December 8 Friday, December 18

2021

Friday, January 8 Monday, January 11 Thursday, February 11 Thursday-Friday, February 18-19 Thursday, March 18 Friday, March 19 Monday, March 22 Friday, March 26 Monday, April 5 Monday, May 3 Saturday, June 5 Friday, June 18

New Student Orientation/Testing 9:00-13:00 Teachers report for workshops First day of school Gr. 1-12 and Trimester 1 begins Upper School (9-12) Open House 7:00 p.m. (Possibly Virtual) Día de la Hispanidad – NO SCHOOL LS/MS/US Parent Conferences 1 All Saint’s Day (Observed) – NO SCHOOL Ntra. Sra. de la Almudena – NO SCHOOL End of Trimester 1 Thanksgiving - NO SCHOOL San José de Calasanz - NO SCHOOL Staff Work Day – No Classes Trimester 2 begins Constitution Day (Observed) – NO SCHOOL Inmaculada Concepción (Observed) – NO SCHOOL Last day of classes prior to Winter vacation

Staff Professional Development Day Classes resume after Winter vacation LS/MS/US Parent Conferences 2 Mid-Winter Break – NO SCHOOL End of Trimester 2 Staff Work Day – No classes Trimester 3 begins Last day of classes prior to Spring vacation Classes resume after Spring vacation May Day (Observed) – NO SCHOOL Commencement Exercises Last day of classes for students – 12:30 dismissal and End of Trimester 3

ACADEMIC CALENDAR Trimesters Dates Student/Parent/Teacher Conferences Last day of trimester Report Cards published to PowerSchool

1 September 5 to November 25 October 21 November 25 December 16

2 December 1 to March 18 February 11 March 18 April 9

3 March 22 to June 18 (upon request) June 18 June 30

LOCATION AND CONTACT INFORMATION ADDRESS

Mailing Address:

Apartado 80 28080 MADRID

Courier delivery address and pedestrian access:

Calle Estados Unidos de América, 1 28224 Pozuelo de Alarcón (Madrid)

OFFICE HOURS

September to June: End June to end August:

Monday to Friday, 8:30-4:30 9:00 A.M.-2:00 P.M.

TELEPHONE (country code for Spain is +34) Receptionist Upper School Secretary/Director

91-740-1900 91-740-1910

EXTENSIONS FOR SCHOOL SERVICES

Administrative Office Secretary Headmaster .................................. Director Administrative Services .................. Business Office Secretary .............................. Cashier ......................................................... Director Técnico ............................................. Head of Admissions ...................................... Receptionist ................................................. Nurse ............................................................ Upper School Guidance Counselor 9-12 .............................. College Counselors Gr. 9-12 .......................... Learning Support Specialist ……………………….. Secretary/Director ....................................... Guidance Secretary ...................................... Library .......................................................... Middle School Secretary/Director ....................................... Lower School Secretary/Director ....................................... Library ............................................................ Department of Physical Education and Sports. ..... Athletic Director .......................................................

Extension 902 919 918 917 512 904 900 909/203 517 911 265 910 911 914 515 912 235 233/915 915

ADMINISTRATIVE INFORMATION SCHOOL BOARD

The American School of Madrid is governed by a twelve-member Board of Trustees elected for threeyear terms. Board membership is self-perpetuating. The School operates under statutes approved by the Spanish Ministry of Education and is accredited by the Middle States Association of Colleges and Schools.

BOARD MEMBERS

Honorary President: The Honorable Ambassador of the United States of America to Spain and Andorra Mr. Steven B. Schaver, Chairman Mr. Michael Willisch, Vice-Chairman Mr. Matthew Mittino, Treasurer Mr. Chresten Christensen Mr. Adeyemi Adesokan Mrs. Faraday de la Cámara

ADMINISTRATION

Headmaster Upper School Director Guidance Counselor Gr. 9-12 College Counselor Gr. 9-12 College Counselor Gr. 9-12 Learning Support Gr. 9-12 IB Coordinator/Dean of Students Middle School Director Lower School Director (interim) Director Técnico (Spanish Ministry Liaison) Director of Administrative Services Director of Admissions Head of Development Communications Alumni Coordinator

Ms. Ana Duque-Higgins Mr. Norman Kurtis Mr. José Miguel Knoell Ms. Ana Duque-Higgins Mrs. Laure Headrick Mr. Ben Weinberg

Benjamin Weinberg Félim Bolster Tessa John-Guerra Marjorie Southworth John McCracking Collin Swanson Martina Bree Mike Nugent Christine Law Juan A. Ortiz Jesús Iravedra Sholeh Farpour Ana Suarez Lisa Kerr Daniel Grzywacz

FROM BEN WEINBERG, HEADMASTER Welcome and welcome back! Whether you are a returning student or a new student, the new year is full of possibilities, challenges, and opportunities. On behalf of all of us all at ASM, I welcome you and invite you to join with us to make this year a year of discovery and accomplishment. I hope you noticed and appreciated the mural in the front hall. More than any official document this image sums up the ASM experience and what we expect of and hope for each of you. The mural captures visually the essence of the ASM Learning Beliefs. Our Learning Beliefs were developed last school year in an interactive process involving students, teachers and parents. Our goal this year and going forward is to bring these beliefs to life and use them to help guide us and inform our practices, policies, and decision making process. We invite each of you to join with us in making the potential and power of these beliefs real. On the practical side, information allows us to participate actively and mindfully as a member of the community. The student handbook has been prepared to ensure that students and their parents have a solid base of information from which to begin. No book can answer every question or cover all aspects of our programs, practices and procedures and no book, on its own, can provide the personal touch that is essential to maintain a thriving partnership. If you have questions, observations, or feedback we encourage you to contact the divisional office or refer to ASM's Who's Who for further information or assistance. All of us are willing and ready to assist you in any way we can. Finally, I know all of you are starting the year with more questions and perhaps more anxiety than in other years. All of you are wondering what school will be like this year after our experience with online school last spring. We are beginning the 2020-21 school year at school with in person classes and activities. While much will be the same there have been some important changes in a number of areas to put into place measures that create greater physical distance and promote increased sanitation and hygiene in the Upper School    

Schedules and movement through the school will be modified to reduce crowding in the halls. This includes before and after school. We have added cleaning routines and cleaning staff during the day but Upper School students will have responsibilities between classes so that the classroom is ready for the next class. Classrooms have been set up for 1.5 meter spacing between students. Following health and safety routines and physical distancing protocols will be our collective responsibility.

Best wishes for a rewarding and enriching school year.

FROM FÉLIM BOLSTER, UPPER SCHOOL DIRECTOR Dear ASM Students, Welcome to the 2020-2021 school year. When looking to join a school, I wanted to make sure that it was a school that reflected what I regard as important in education. I believe schools should be focused on students and need to ensure that they educate the whole person, supporting them towards their potential and future plans. ASM is such a school, and I am excited to be joining your school this year. ASM offers us all many opportunities. However, I believe that when in situations of privilege we all have a responsibility to not waste such opportunities. We have a shared responsibility to care for each other and for our school community, acting in a manner that ensures we have a positive impact on our community. There are opportunities for you to involve yourself in school life and to make a positive contribution through the learning program and the many extra-curricular activities that are on offer at ASM. To make a community successful we all need to be participants. Through your engagement in your classes, clubs, the arts, on the sports field, service opportunities, and student leadership activities, you will not only display to us your many talents, but you will also ensure that we are a vibrant and healthy community. 2020 has been a challenging year for us all. We have had to adapt to situations that we never taught we would find ourselves in. From what I have been told, and observed from afar, ASM students have displayed great resilience over the last few months of the 2019-2020 school year. Although things have improved in many ways, there will still be changes that we need to adapt to as we start school in the context of Covid-19. Our school’s safety and security will be dependent on how we adapt to this “new normal”. We have also experienced and observed issues of social justice that have swept across the world. A movement that has asked us to reflect on how our society has been shaped, the role that we - individually and as a school community - have played in shaping it, and what we need to do if we are to play our part in ensuring there is social justice for all citizens. Keeping in mind these current issues, I urge us all to ensure that we play our part as responsible community members, showing care of ourselves, each other, and our school. It is through individual actions that collectively we can make a positive impact on society. Please make sure that you read this handbook carefully, taking note of the guidelines and expectations. You should also make sure that your family is aware of the contents of the handbook. I look forward to meeting you all and learning about you, and from you, during what I am sure will be an exciting and successful school year.

STRATEGIC GOALS The school has also established seven-year student performance objectives which will carry the school until 2022. By 2022, the school intends to achieve the following goals:  Reading – the school will foster a positive reading culture which supports and sustains the development of both life-long and proficient readers of complex texts at or above their grade level  Mathematics – students will demonstrate improvement in their understanding of mathematical concepts, procedural skills, and problem-solving practices  Global Citizenship – both ASM and its students will demonstrate increased commitment to global citizenship* (cultural and social diversity, environmental stewardship, and service learning) *The American School of Madrid defines Global Citizenship as a commitment to help all members of the community learn to respect themselves, others, and the world around them. This respect is founded in an understanding of the interconnectedness of individuals, an awareness of the human condition, and sense of responsibility for the well-being of local and global communities and the environment. It is also a willingness to actively engage in concrete, socially responsible action in pursuit of this well-being.

PHILOSOPHY, OBJECTIVES AND LEARNING PRINCIPLES PHILOSOPHY The American School of Madrid, a private, non-profit educational organization, has as its primary responsibility the recognition and development of the intellectual ability of its students. The school also recognizes its responsibility to attend to the emotional, moral, physical, and social needs of its students. The American School of Madrid provides both quality and continuity in American elementary and college - preparatory education. It makes possible the acquisition of knowledge, skills, attitudes, and behavior that will prepare its students to be critical and concerned members of a changing society, aware of their responsibilities to themselves, to others, and to future generations.

OBJECTIVES In order to implement this philosophy, the American School of Madrid accepts as its responsibility to develop in its students: • curiosity and interest in learning; • clear and effective self-expression; • proficiency in the use of academic skills, including observation, comprehension, analysis, evaluation, research and their application; • the ability to function as independent learners and thinkers; • recognition of the need for disciplined work and personal responsibility in the learning process; • self-esteem and self-confidence along with the ability to set personal goals that are ambitious, yet realistic; • personal honesty, integrity, reliability and sportsmanship; • respect for intelligence and achievement; • generally accepted patterns of behavior including respect for the needs, rights and property of others; • concern for and competence in maintaining physical fitness; • understanding of and respect for the cultural contributions and traditions of past and present societies, with particular emphasis on America and Spain.

LEARNING PRINCIPLES AT ASM Our school community, parents, students, and teachers agree that important learning:  Should be purposeful and relevant.  Involves real world experiences, risk and failure, self-reflection, and choice.  Is a continuous process.  Requires pushing through challenges and perceived limits.  Is facilitated by skillful, caring teachers.  Requires students to actively own their own learning.  Takes place within a positive, supportive school community.  Is supported by perseverance, problem solving, self-reflection, time management, empathy, and collaboration.  Requires creativity by teachers and students.

ASM AND IB LEARNER PROFILE The American School of Madrid strives to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. We have adopted the IB Learner Profile for our Upper School students because it accurately reflects the learner traits we aim to develop in our students. As we work with students to develop these dispositions, it is important to explore ways in which all of us can be positive role models of the Learner Profile. Parents are asked to be thoughtful about the way approach their communication with and about the school, recognizing that their words and actions serve as models for their children. Below are some ideas for parents. Learner Profile

How Parents Can Help

Inquirers - Students strive to develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Parents who are inquirers ask for information when they don’t understand something. They call or email the teacher and say, ‘Can you help me understand the homework assignment?’ or ‘Can you tell me a little bit more about the unit of inquiry and how it’s set up?’ or ‘Can you explain the school’s attendance policy?’ NOTE: It’s important to ask questions as they arise.

Knowledgeable - Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers - Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators - Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled - Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Knowledgeable parents spend time trying to understand the School and its programs. They attend Open Houses, Parent Conferences, Parent Coffees and other school-sponsored events in order to get all the information they need. They read the Student Handbooks, IB Guides and the school’s website and ask questions when they don’t understand something. Parents who are thinkers try hard not to jump to conclusions. They listen to what their children have to say and what the teacher has to say about a situation and then try to make the most objective decision possible. They don’t automatically assume that the child is always right or that the teacher is always right. They take each situation as it comes. Parents who communicate well always go directly to the source. If it’s a classroom question, they go to the teacher. If it’s a bus question, they ask the bus monitor or the bus coordinator. They make appointments and let the people involved know what the subject of the meeting will be so that no one is caught off guard or unprepared. They make sure that all involved people (parents and school staff) are invited to meetings. They speak and listen respectfully. They are thoughtful in their electronic (email, whatsapp, social media) and face to face communications both with and about the school.

Principled parents work directly with the School when problems arise. They don’t engage in gossip or speculation but always seek the truth directly from the School. They treat everyone – students, parents, teachers and administrators – with respect.

Open-minded - Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring - Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers - Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced - Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others

Reflective - Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Open minded parents recognize that ASM may offer curriculum and instruction that is very different from what they had previously. They are respectful of cultural differences between themselves and other families and between themselves and the school.

First and foremost, caring parents care about their children. This means that they are present in their children’s lives and treat them with love and respect. They create homes where children feel safe. Secondly, we hope that they will be caring in their relationships with our staff. This means finding things to praise as well as things to critique, recognizing that teachers care deeply about their students and the learning. Risk-taking parents contact the school directly when they have a question or concern. They participate in school events and meetings. They become involved in positive ways that support the total program. They willingly consider strategies for educating children that may be different from their own experience or home country. Well-balanced parents are interested in all aspects of their child’s education. They understand that the whole child – physical, intellectual and social – all interact together. They encourage their children to participate in sports and the arts, in work and play, in intellectual pursuits and in building friendships. They are also wellbalanced in their own lives, with interests outside the school and the lives of their children. Reflective parents look at what they can contribute to the school environment and to their child’s education. They ask ‘What can I do to help? How can I contribute to my child’s education?’ They listen at parent conferences and meetings and try to figure out the best ways that they can support what is happening in the classroom.

CHILD SAFETY AND WELL-BEING All members of our community have what we consider to be a fundamental right to safety. We take particular care to ensure that the children who attend our school feel welcome, and respected at all times and ASM is committed to maintaining a secure and safe environment for our students. As an educational institution in Spain, ASM is bound to follow the Comunidad de Madrid’s protocol for handling any situation in which we can accurately assess that a student’s wellbeing is potentially at risk. This includes all situations (sexual or otherwise) of abuse, harassment, assault, bullying or similar.  



Teachers are required to report situations of concern to the school counselor or Divisional Director. Students who are victims of abuse or bullying or who are aware of specific situations involving other students are required by the Comunidad de Madrid to report what they know to the appropriate (the school). Students are requested to use the confidential bullying and abuse report form made available to students using the QR codes posted around the building. Families are asked to understand that all reported cases of abuse, assault, bullying or otherwise are taken seriously. We take steps to actively resolve situations at the lowest level possible, and when it is determined that we need support, the Comunidad de Madrid protocol gives us several avenues through which we can address issues with the assistance of the local authorities.

Inasmuch as possible, all situations in which our students are identified as being at risk are dealt with sensitivity, confidentiality, and respect. For more information about the Comunidad de Madrid’s protocol on ensuring child safety and well-being, please feel free to contact the Guidance Office or the school administration.

ASM’S PHILOSOPHY ON ACADEMIC INTEGRITY Academic integrity is fundamental to the teaching and learning process in any academic institution. The word integrity implies truthfulness, fairness, and the absence of fraud and deceit. Integrity is very closely linked with honor; ASM students are recognized for being honorable in numerous ways. For instance, students can be named members of the National Honor Society, be honored through receiving one of ASM’s major awards on Prize Day, be honored by induction to the Cum Laude Society, and receive the honor of being chosen team captain or student council officer. Honor is a key part of the respect earned by ASM students for their accomplishments. ASM, as an institution of learning, holds as one of its highest ideals that of integrity in academic affairs. ASM encourages students to learn and adhere to high standards for ethical behavior both in and out of the classroom. Those found in violation of the school’s standards for academic integrity will lose some of the honors accorded them by ASM. In today’s technology-driven world, where people have instant access to information, it becomes increasingly important that students learn how to correctly utilize the wealth of resources they have literally at their fingertips. Plagiarism and cheating have become so easy that they risk becoming the norm, rather than the exception. ASM has made it a priority to address with students the value of original thought and intellectual property, and we are committed to helping students understand what constitutes academic dishonesty. The infringement of academic integrity can take a variety of forms. Examples include (but are not limited to) cheating on an examination or other assessment, copying another student’s homework assignments, copying, borrowing or translating text from a book, article or other published source (even on internet) without proper recognition, and giving one’s authentic work to another person. ASM makes every attempt to teach students how to avoid these infractions throughout the education process at all levels, K-12. It also counts on parents to reinforce the expectations. Parents are encouraged to give support and encouragement to students in the completion of their work; however, they should refrain from taking an active role in the writing of student assignments or homework, or otherwise giving their children an unfair advantage in the completion of their schoolwork. Despite our efforts, infractions will occasionally occur, and when they do, the school will work with the students involved in order to address those appropriately. For more information on the handling of these and other disciplinary concerns, please see pages 51-53.

THE IMPACT OF ACADEMIC DISHONESTY ON THE CONTINUITY OF EDUCATION AT OTHER INSTITUTIONS It is imperative that students and their parents understand that incidents of academic dishonesty could hinder a student’s eligibility for admission to other secondary schools, summer programs, or colleges/universities. It should be noted that most university applications ask both the students and the school to describe any circumstances under which a student has been suspected, removed, expelled or put on probation. If a student has been suspended for academic dishonesty (or any other reason), the school has an ethical obligation to report the incident to the inquiring institution.

THE HONOR CODE An honor code is a code of ethics that is designed to guide our students in making appropriate choices. The purpose of the Honor Code is to communicate the meaning and importance of caring and connectedness across the entire learning community as well as to express and reinforce the interest of the school in maintaining the highest ethical standards in all matters. The Honor Code was reviewed during the 2019-2020 school year. The rewording of the honor code follows. We hope it captures the essence of our message – that ASM is a community that is built on trust and respect.

As honorable members of the American School of Madrid community, we: 



Are committed to sustaining a safe, secure, trusting and respectful environment in which we are intellectually stimulated and socially and emotionally supported. This means that – in actions and in words – we respect each other’s backgrounds, religions, cultures, gender identities, races, ethnicities, values, sexualities, abilities, appearance and personal expression. Are committed to building the kind of trusting relationships with teachers and peers that support everyone’s learning. This means we hold ourselves and one another accountable for doing our own work, give our best effort, and respect one another’s intellectual and personal property. Recognize that living and working in community requires a set of agreed upon guidelines, and we contribute to our community’s ability to experience meaningful learning and growth when we abide by those.

Students commit to upholding the Honor Code throughout the year in a variety of ways:  

Students sign two copies of the Honor Code in their advisory groups within the first week of school; one copy will be given to students to take home, the other will be placed in student files. Major assessments (tests, quizzes, projects, essays, etc.) may be accompanied by an honor pledge which asks students to reaffirm their commitment to submitting original work. An honor pledge looks something like this:

On my honor, I confirm that I have neither given nor received any unauthorized assistance on this assessment. Signature.

Date.

OR On my honor, I guarantee that the work I am submitting represents my own original thought and that I have used only authorized outside sources that have been properly cited. Signature.

Date.

ACADEMIC POLICIES AND PROCEDURES The Upper School of the American School of Madrid is comprised of the final four years of school (high school, grades 9-12). Students who meet the graduation requirements will obtain a U.S. high school diploma. We also offer International Baccalaureate Diploma Program as well as individual diploma courses. Students who wish to gain admission to Spanish universities must follow a set sequence of courses established by the Spanish Ministry of Education in addition to completion of the School's graduation requirements. Further information about the Spanish program should be requested from the Director of the Spanish Program (Director Técnico).

DAILY CLASS SCHEDULE

The Upper School has a four-day continuous rotating schedule. This schedule may suffer modifications due to Covid19 protocols. All Tuesdays in the 2020-2021 school year will be FLEX days. REGULAR BLOCK SCHEDULE

9:00-10:20

ADV

5 min passing 10:25-10:40

ADV

ADV 5 min passing

10:45-12:05

7 5 min passing

12:10-13:00

MS L

US 2

MS L

US 6

13:00-13:30

MS 2

US 2

MS 6

US 6

13:30-14:20

MS 2

US L

MS 6

US L

12:1013:00 13:0013:30 13:3014:20

MS L

US 2

MS L

MS 2

US 2

MS 6

MS 2

US L

MS 6

5 min passing 14:25-15:45

FLEX SCHEDULE

9:00-10:15

5 min passing time 10:20-11:35

7 5 min passing time

11:40-12:20

FLEX ADVISORY 5 passing time

12:25-13:05

MS L

US 2

MS L

US 6

MS L

US 2

MS L

US 6

13:10-13:35

MS 2

US 2

MS 6

US 6

MS 2

US 2

MS 6

US 6

13:35-14:25

MS 2

US L

MS 6

US L

MS 2

US L

MS 6

US L

5 min passing time 14:30-15:45

Copies of this schedule are posted around school.

POWERSCHOOL (PS) ASM has adopted an Internet-based parent portal providing students and Parents / Legal Guardians with an easy-touse tool for viewing student attendance, assignments and ongoing performance. Parents / Legal Guardians may request and receive a User ID and Password that provides access to their children's academic portfolio.

GRADING SYSTEM AND GRADING POLICIES ASM has adopted a standards-based mindset across grades 6-12 that focuses on performance, process and product and which separates achievement from learning behaviors. In the Upper School, we use grades to give students and parents a clear and timely understanding of where students stand with respect to the expected learning objectives. Grades are attached to clear rubrics and descriptors so that students and their parents understand how students can continue their progress toward mastery of the expected knowledge and skills. Grade Reports: Students and parents can see up-to-date feedback on assignments through POWERSCHOOL. If parents would like additional information about their children’s performance, they may contact teachers directly via PowerSchool. Teachers’ emails are also listed at the back of this handbook. Formal grades are computed at the end of each marking period, three times per year. For Grades 9 and 10, these grades include a letter performance grade (A, B, C format) as well as Approaches to Learning (5, 4, 3, 2, 1) (for details see pages 18 and 19). For Grades 11 and 12, performance grades will be 1-7 (for details see page 20). Report cards are published on POWERSCHOOL according to the calendar on page 1. Final report cards of the year are published approximately one week after the final day of school. Ongoing Evaluation and Grading of Assessments: Teachers will evaluate student performance using the A-F scale and grade descriptors for the Upper School. All IB course assessments (grades 11 and 12) will be marked using IB rubrics and performance will be reported using the IB scale of 1-7. All grade descriptors are located on page 20. Homework and other formative assessment: Out-of-class assignments that support learning are to be expected. Children are different, each with a unique approach to learning as well as a range of life commitments, therefore any prediction of “how much homework” students should have is unrealistic. Feedback from students and parents, however, suggests that in the past, students have spent on homework an average of 2 hours per day in grades 9 and 10, and sometimes 3 to 4 hours for older students enrolled in IB courses. Teachers provide extra help to those students who need it and assist students in budgeting their time and effort, especially with long-term projects. Formative work involves introduction and reinforcement of concepts and is not included in the academic achievement grade.   

This work should be checked for completion and discussed with the students. As appropriate, formative assessments will be evaluated by the teacher based on a rubric that addresses process, product and progress. Teachers will keep a record of formative assessments and provide feedback to students.

Missed work: Teachers will communicate with students/parents about missing work by indicating this in Powerschool. Students are equally responsible for tracking work completion.   

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Students who have not completed their homework are required to attend the homework lab during lunch or after school. If a student fails to report to the homework lab, level 1 disciplinary consequences are assigned. Students who have not completed all major assessments by the end of the term will receive a grade of “Incomplete” for the course. Students are responsible for completing and turning in the missing assignment(s) within two weeks of the end of the term in order to receive credit for the course. If students have not completed work by the end of the two-week extension, the administration will work with the teacher to determine whether the student will receive credit for the course based on the work completed, and the corresponding grade, as applicable.

Late Work: The Honor Code asks that students hold themselves accountable for doing their best work. This includes meeting deadlines. While there are no formal penalties for late work in a standards-based approach to learning (i.e. no zeros or reductions), students must recognize that unless they are making their best effort to stay on task and on time, they will fall behind. It is far easier to stay on top of things than to catch up. We recognize that the pace of learning varies among students, however, as a school, we are bound to certain deadlines that are not flexible. External deadlines, such as those defined by the IBO, Spanish Ministry, Universities and organizations such as College Board cannot be changed. Likewise, each trimester has a finite end, as does the school year. The school has deadlines it must meet, as do its teachers and students. Where possible, and when circumstances warrant the consideration, the school will work with students to apply internal flexibility as needed. Work that is simply and unjustifiably* late will have a serious impact on students’ Approaches to Learning as well as any letters of recommendation. Students who have not completed their work must attend the compulsory homework make-up session. When academic support has been exhausted, disciplinary consequences will be applied for students who are chronic in turning in late work. Teachers will work together with the administration to determine additional consequences to be applied. *If a student is absent due to illness on the day of a planned assessment (test, presentation, etc.), the absence must be justified by a medical professional. With the exception of pre-approved absences that fall under the “excused” category, all other absences from a test or major assessment will be considered unexcused (see attendance policy on pages 56 to 60). Summative assessments missed due to absences, excused or unexcused, must be completed upon the student’s return to school. Work not completed will receive a grade of Incomplete, No Grade, Insufficient Evidence, etc, and this will be reflected in the student’s overall evaluation. Reassessment (Second Chances): The Honor Code asks that students hold themselves accountable for doing their best work. This includes giving their best effort at all times, including on first tries. The purpose of re-assessment is to give students the opportunity to apply feedback to the learning process and improve their achievement. If a student has not given their best effort on the first try, the feedback they receive will not be an accurate reflection of their progress and suggestions for growth.  

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Students are allowed to revise or retake a minimum of two assessments per class per trimester, within two weeks from the time they receive feedback. It is up to the discretion of the department to determine which assessments will be allowed to be retaken in a given trimester. Furthermore, it is up to the discretion of each department to determine whether additional retakes are appropriate. In order for students to be eligible to retake an assessment, there may be specific prerequisites such as attending a writing lab, math lab, or extra help session in order to demonstrate a commitment to improve. These will be specified by teachers and students are responsible for knowing and understanding the requirements for reassessment. Students will request the opportunity to reassess by speaking directly with their teacher. “Retakes” or “redos” can be administered after school in the homework completion room or one of the resource labs.

Academic Dishonesty: ASM’s Honor Code reinforces the notion that students, as members of our school community, take full responsibility for doing their own work and giving their best effort. We recognize that students at times feel the pressure of high academic goals, however, this is not an excuse for cutting corners. Academic Dishonesty is treated primarily as a disciplinary matter however the Dean of Students and school administration work closely with students to help them identify better ways to handle stress in the future. We aim to help students learn from their mistakes. Initially, students will receive a grade of F for the plagiarized or copied work. On a case by case basis, the teacher, together with the administration, will determine whether reassessment is allowed. ASM’s policy is designed to ensure that academic work is completed with integrity. When students do not demonstrate academic integrity, there will be disciplinary consequences (see Academic Dishonesty policy on pages 51 to 53).

Trimester Achievement Grade: Teachers use their professional judgment to determine a student’s level of achievement at the end of the trimester. As our focus is on skills, competencies and standards, averaging grades is counterproductive and is discouraged. Final trimester grades will be based on the most consistent, relevant, or recent data, given the intended learning outcomes for the course. Achievement grades will be based on summative assessments and are reported using the A-F scale. Standards for each course are also reported on using the proficiency levels (M, P, Dev, Beg). Beginning in the fall of 2020, trimester grades for students in the first year of an IB course will be reported using the IB scale of 1-7. For these students, non-IB classes will continue to be graded using the A-F grades. Evaluating non-achievement factors: As a rule, effort, conduct, participation, and homework completion (homework that is assigned only for practice) will not be reflected in the trimester achievement grade. Instead, teachers will report on these non-learning factors using the Approaches to Learning rubric and in individual student comments. Understanding student progress: Students and parents may access grades on POWERSCHOOL. These are presented as a list of assigned work, rather than a numerical average. Student/parent/teacher conferences will be held twice a year - once in October, and again in February. These conferences replace formal progress reports. Teachers give regular feedback on student work and communicate with parents when student performance is of concern. Receiving a grade of “Insufficient Evidence”: When students have not completed enough coursework to accurately reflect their learning over time, a teacher may issue a grade of Insufficient Evidence (IE). Students will not receive credit for courses with grades of IE and will have to repeat the course in order to receive credit. This is different from Incomplete. Receiving a grade of “Incomplete”: A grade of Incomplete is given when the student is missing critical principal assignments, but which can reasonably be completed within a short period of time (typically 2 weeks unless an extension has been approved by the teacher with the administration). If a teacher denies an extension, a student may appeal to the Upper School Director by asking for a review of the reasons offered for an extension of time. Final Transcripts: Revised transcripts based on the changes made in assessment and grading went into effect in the 2017-2018 school year. Full adoption of the new transcript will take 4 years. Final transcripts for grade 12 will include the old grades through 2016-2017 and the new grades for 2017-2018. The rising 9th, 10th and 11th grade classes will receive only the new transcript from 2017-2018. Grade Point Averages/Grade Weighting: Since September 2017, ASM no longer includes grade point averages on final transcripts. As a rule, an internal grade point average will be used only for the purpose of determining eligibility for the National Honor Society, Cum Laude Society and Honors Diplomas, and Valedictorian and Salutatorian (specific information on awards is found on pages 30 to 32). AP and IB courses will not be weighted. Students requiring a GPA for the purpose of university or scholarship applications should speak with the Guidance Office. Trimester Awards: At the end of each trimester, students may be eligible to receive the following awards, depending on their overall performance. For details on eligibility, see the full description on page 30.  Award for Academic Excellence  Award for Academic Distinction  Merit Award

DETERMINATION OF TRIMESTER GRADES All student work is evaluated using the following scales. Work is evaluated using the grade descriptors together with identified standards and intended learning outcomes in each class. Teachers do not use plusses or minuses when evaluating student work. ACADEMIC ACHIEVEMENT DESCRIPTORS A Work at this level is of the highest quality and demonstrates thorough and deep understanding of the concepts, skills and knowledge of the course. The student: Can apply content, skills and ideas in many different situations, both familiar and unfamiliar, with minimal mistakes and omissions; consistently provides their own creative solutions, useful ideas, and new ways of looking at things; Consistently shows evidence of analysis, synthesis and evaluation where appropriate; Consistently meets the expected learning outcomes for this course. B Work at this level is of a high quality, and demonstrates competent understanding of the concepts, skills and knowledge of the course. The student: Can often use content, skills, and ideas in many different situations, familiar and unfamiliar, with some mistakes or omissions; Often provides their own creative solutions, useful ideas, and new ways of looking at things; Often shows evidence of analysis, synthesis and evaluation where appropriate; Regularly meets the expected learning outcomes for this course. C Work at this level is of satisfactory quality, and demonstrates basic understanding of the concepts, skills and knowledge of the course. The student: Can sometimes use content, skills, and ideas in many different situations, familiar and unfamiliar, with regular mistakes or omissions; Sometimes provides their own creative solutions, useful ideas, and new ways of looking at things; Occasionally shows evidence of analysis, synthesis and evaluation where appropriate; Sometimes meets the expected learning outcomes for this course. D Work at this level is of mediocre to poor quality, and demonstrates limited understanding of the concepts, skills and knowledge of the course. The student: Exhibits difficulty using content, skills, and ideas in many different situations, familiar and unfamiliar, with regular mistakes or omissions; Struggles to provide their own creative solutions, useful ideas, and new ways of looking at things; Seldom shows evidence of analysis, synthesis and evaluation where appropriate; Rarely meets the expected learning outcomes for this course. F

Work at this level is of consistently poor quality, and demonstrates little to no understanding of the concepts, skills and knowledge of the course. The student: Does use content, skills, and ideas in many different situations; Does not provide their own creative solutions, useful ideas, and new ways of looking at things; Does not show evidence of analysis, synthesis and evaluation; Does not meet the expected learning outcomes for this course.

IE Insufficient Evidence: Student has not submitted the requisite amount of evidence for the performance to be assessed. Either whole pieces of evidence are missing or the submitted evidence is incomplete or incorrect.

APPROACHES TO LEARNING CATEGORIES Principled Learner Qualities and traits of an individual that contributes positively to their immediate and extended community.

Reflective Learner Reflection involves the ability to self-assess and selfevaluate, to self-direct and self-monitor

Engaged Learner Participating fully in and taking responsibility for one’s own learning.

EXAMPLES OF WAYS THAT STUDENTS WOULD DEMONSTRATE THESE APPROACHES TO LEARNING COULD INCLUDE THE FOLLOWING: Student demonstrates integrity and open-mindedness; acts, listens, and speaks with respect, understanding, and empathy; shows respect for resources, tools, and classroom environment; follows through with commitments

Student is able to reflect on knowledge and understanding; is a self-directed learner; seeks assistance appropriately through the use of relevant and meaningful questions; utilizes effective problem solving skills to overcome challenges; reflects upon, and monitors, progress; implements change based on constructive criticism Student contributes to a positive classroom environment; demonstrates initiative for learning both in and outside of school; is in class on time and prepared with all materials; completes and submits work on time & takes responsibility for missed work; is attentive and focused on learning; is active in class and provides feedback in a constructive manner; collaborates well when working in groups by respecting fellow members and established group roles

Evaluation: Student meets this expectation 5 Consistently 4 Often

3 Sometimes

2 Rarely

1 Does not meet

IE Insufficient Evidence

As the school continues to work on aligning our standards based practices 6-12, as well as increasing the clarity and consistency with which we report on student performance, we are also refining the descriptors around levels of proficiency. The following chart represents the working descriptions that will be used in both Middle and Upper School for the 2019-2020 school year. WORKING DESCRIPTORS OF PROFICIENCY LEVELS MASTERY

Work at this level meets the expected learning outcomes at a highly sophisticated level. The work was produced independently and without support; generates complex ideas and uses content/skills in a variety of familiar and unfamiliar situations; applies sophisticated problem-solving strategies; provides original and often creative solutions; shows sophistication in analysis; incorporates feedback and demonstrates reflection.

PROFICIENT

Work at this level meets the expected learning outcomes. The work was produced independently and/or with limited support; uses content, skills, and ideas in a variety of familiar and unfamiliar situations; applies appropriate problem-solving strategies; contains original solutions; shows evidence of analysis; attempts to incorporate feedback and demonstrates basic reflection.

DEVELOPING Work at this level approaches the expected learning outcomes. The work was produced with some support; the student uses content, skills, and ideas in familiar situations, and occasionally in unfamiliar situations; sometimes applies appropriate problem-solving strategies; contains some original solutions; shows some evidence of analysis; occasionally demonstrates feedback and reflection.

BEGINNING (previously “Not Yet”)

Work at this level begins to approach the expected learning outcomes. Work includes regular mistakes or omissions. The work was produced with little independence and/or required significant support; does not provide original solutions or apply appropriate problem-solving strategies; lacks analysis, synthesis and/or evaluation.

Insufficient Evidence: The student has not provided sufficient evidence to assess the targeted knowledge, skill or concept.

IB Grade

Grade Descriptor

 The student demonstrates mastery of concepts, content and skills and can apply these to many

different types of situations, rarely making mistakes or omissions.

 In situations involving the taught concepts, content and skills, the student always analyzes

situations, combines different concepts, content and skills, and makes conclusions based on evaluation of all available data.  The student always provides their own creative solutions, ideas, and new ways of looking at things. They delve deeper and apply higher order thinking consistently. 6

 The student fully understands the taught concepts, content, and skills and can apply these in

 The student fully understands the taught content and can apply these in a few different types of

 Overall, the student understands the taught concepts, content and skills and can apply these in

 The student has limited understanding of most of the taught content, concepts and skills or has

many different types of situations with some mistakes or omissions. In situations involving the taught concepts, content and skills the student always analyzes situations, combines different concepts, content and skills, and makes conclusions based on evaluation of all available data.  The student usually provides their own creative solutions, ideas, and new ways of looking at things. situations.  In situations involving the taught content and skills, the student usually analyzes situations, combines different content and skills, and makes conclusions based on evaluation of all available data.  The student occasionally provides their own creative solutions, useful ideas, and new ways of looking at things. the types of situations which were practiced in class. There may be some content or skill which is weaker, but there are no areas of major concern.  In situations involving the taught concepts, content and skills, the student occasionally analyzes situations, combines different content and skills, and makes conclusions based on evaluation of all available data. mixed understanding with some areas being a level 2 and others being acceptable (level 4 or above).  The student can only use the taught content, concepts and skills fully if the teacher assists.  The student seldom produces work of high quality.

 The student understands a little, but not much, of the taught concepts, content and skills. The

student has difficulty using the taught content / skills even when the teacher assists.

 The student very seldom produces work of high quality.

 The student understands very little of the taught content and is unable to use the taught

content/skills even when the teacher assists.

ELIGIBILITY FOR PARTICIPATION IN ACTIVITIES In order to participate in extra-curricular activities such as Student Council, athletics, or theater a student must be an upstanding community member with a solid academic record. If the student has accumulated an excessive amount of absences (see attendance policy) or has any failing grades, their ability to participate may be denied dependent upon evaluation of the situation by the Upper School Director in conjunction with the student’s teachers and coach or sponsor. Eligibility for participation will be reviewed as appropriate. For participation in tournaments, plays, and curricular trips that require absence from school during regular instructional hours, students must meet the same minimum standard of academic performance. Eligibility for participation in such events will be reviewed and determined a minimum of two or three weeks prior to the event, depending on the calendar. Although absences from school for participation in extra-curricular activities are classified as excused absences, participating students will be requested to secure missed assignments and arrange test dates through timely completion of the Planned Absence Form (available electronically on the parent portal and in the Upper School Office).

CONFERENCES WITH TEACHERS Parent/Student/Teacher Conferences take place in October and February. Information on how to set up appointments on these dates will be communicated to parents by e-mail and through the weekly Newsflash. Parent-staff conferences are encouraged to discuss the academic progress of children as well as questions and concerns of a more general nature. Conferences are arranged by appointment through the Guidance Office by calling 91740-1911 or by contacting teachers directly via e-mail.

CURRICULUM AND COURSE SCHEDULING The curriculum in grades nine through twelve has been designed so that each year contributes significantly to the essential accumulation of knowledge and skills considered fundamental for a high-quality education and for an ASM diploma. Student participation year-by-year in sequential courses in English, social studies, mathematics, science, foreign language, and physical education is expected to ensure the acquisition of solidly-based and systematically-developed knowledge and skills. When individual circumstances so indicate, the School will recommend repeating subjects, skipping subjects, doubling-up in certain subject areas, etc. In general, however, the curriculum pattern developed will be adhered to in the preparation of student schedules.

COURSE CHANGES Students are counseled by faculty in the selection of courses and the planning of their academic program. There should be little need for schedule changes. Any schedule change request from a student should occur within the first two weeks of the trimester. Later changes must be approved by the Upper School Director. Changes will be permitted after the first two weeks of the initial trimester of a course only when authorized by the Director of the Upper School. The following guidelines should be kept in mind when discussing schedule changes: 1. Normally, 9th and 10th grade students carry eight academic subjects and 11 th and 12th grade students carry a minimum of seven. Exceptions to this rule are considered on a case by case basis. 2. Partial credit may be granted for one trimester's successful work in a full year course providing the individual teacher and Upper School Director have approved the drop. 3. Students who repeat a course they have passed in order to improve their level of mastery are advised that the original mark is not erased. Both marks will be recorded though credit is granted only once. Schools and colleges approve of evidence of non-required self-improvement. 4. Independent study may be permitted in certain situations. The demands of such special study situations are rigorous and no project can be undertaken without a fully outlined course plan with necessary evaluation criteria. The Upper School Director must approve all such courses. 5. Students are carefully screened for admission to IB classes and students work closely with the counselors and IB Coordinator in order to make appropriate decisions regarding enrollment. 6. Students who are permitted to drop a course after the middle of the term (approximately 6 weeks) in any given trimester will have the course noted on their record and recorded as WP (Withdrawn Passing) or WF (Withdrawn Failing). 7. As a general guideline, elective courses need a minimum of 5 to 8 students enrolled in order to be offered.

INTERNATIONAL BACCALAUREATE (IB) DIPLOMA (DP) PROGRAM The IB DP program is a two-year pre-university course of study designed to facilitate mobility of students and international understanding. The program offers a comprehensive curriculum, leading to examinations, for students in grades 11 and 12. The course of study for the full diploma is well-balanced; it requires six selected subject areas as well as an Extended Essay, a Theory of Knowledge course and participation in the CAS Program. Students may also sit for examinations in individual diploma courses to earn a Diploma course certificate. Information about the IB program can be found on ASM’s website or can be obtained from the IB Office. 22

ACCELERATION AND/OR EARLY GRADUATION Permission for early graduation at ASM (January graduation as opposed to June or graduating at the end of the junior year) is infrequently granted. A decision concerning acceleration and/or early graduation is based upon: 1. Academic record (quality and breadth). 2. The specific personal and/or family reasons for seeking the change. Letters of application from a parent or guardian constitute the necessary "first step" except in cases where the School itself initiates the idea. Such requests should be made at least two trimesters in advance so that a proper schedule of courses can be prepared. 3. Individuals seeking early graduation are advised that they must fulfill all graduation requirements. In general, the School discourages acceleration toward early graduation in the interest of the intellectual, personal and social growth of the student.

LEARNING SUPPORT The American School of Madrid strives to provide students who have minor learning differences with an appropriate curriculum which matches their demonstrated pace of learning. As needed, the Lower, Middle, and Upper Schools convene a Student Study team comprised of faculty, teaching specialists, administrators, coordinators, and counselors to help coordinate the resources that are available to best meet student needs. In the Lower School, students who have a significant language base, but have some deficits in English, receive support either through “push-in” classes where the ESL teacher participates in a team teaching situation or through “pull-out” classes where specific skills are taught. By middle school, students must be able to be mainstreamed for the majority of the day. By high school, students must be able to function within a regular English class, with support. A student may also be referred, at parents' expense, for testing/services not provided under the auspices of the special needs support provided at ASM. The Upper School has a dedicated Learning Support Teacher who works with both students and teachers to provide support, tools and structures so that students with learning differences may fully benefit from the academic program. Additionally, to support the full range of learners, resource labs are available after school in the areas of math, science, world languages and writing. Further information is available in the Upper School office.

IMPORTANT NOTE ABOUT PHYSICAL EDUCATION Physical Education is compulsory for all students in grades 9 and 10. Students are required to wear the school uniform, which is available for purchase at the School (see Parent Portal for instructions on ordering uniforms). Students should also wear clean socks and sturdy sports shoes for class. Street clothes, street shoes and/or sandals are not permitted when participating in Physical Education class.   

Failure to change for class or wear the prescribed P.E. uniform affects a student’s performance and grade. We recommend that all students have a small sports bag or backpack for Physical Education class. All clothing must be clearly labeled with each student’s name. Clothing worn during the physical education class should not be worn into the classrooms. Time for changing clothes is incorporated into the class schedule.

Please note that the changing rooms are used by multiple classes during any given period and, therefore, are not locked during class time. It is important that students leave their valuables such as money, iPhones, cameras, watches, or calculators in their locked locker. Students who elect to leave valuables in the changing rooms do so at their own risk. Medical Excuse for Physical Education Class Excuses from P.E. for health reasons are accepted by the Physical Education teacher under the following conditions. 1. Students must present a written note from a parent or doctor describing the illness or physical condition before the beginning of the class. Students are required to remain with the supervised P.E. class at all times. 2. Any illness developed during the school day which might restrict participation from P.E. class, requires a written note from the school Nurse. 3. A physician’s note must be presented to the PE teacher with a copy for the nurse for any extended period longer than 3 days. 4. Long-term (trimester or year) medical excuses from P.E. class require an official written physician’s statement. When scheduling permits, the student will be provided with an alternative class or supervised activity. Upon return to the normally scheduled P.E. class, the student must present a written statement from their doctor giving consent for the student to return to the class. Our general policy is that if a student is well enough to attend school, they are well enough to participate in physical education class. Students must participate in P.E. class to be eligible for an after school sports practice or activity.

REQUIREMENTS FOR GRADUATION The following is a list of the minimum requirements for graduation from the American School of Madrid: English Social Studies Mathematics Science World Language Physical Education/Health Visual or Performing Art Computer Technology Electives

4 Credits 3 Credits 3 Credits 3 Credits 2 Credits * 2 Credits 1 Credit 2/3 Credit 6 Credits **

Total

24 2/3 Credits

*Two consecutive years minimum are required in a modern foreign language. All students must take Spanish through grade 11 (exception: students taking the full IB diploma who have elected French or Mandarin). **6 credits of electives (One of these elective credits must be from the following list: mathematics, social studies or science.) For students who entered the 9th grade in fall 2020, the minimum graduation requirements will total 26 credits, and will include a full year of technology as well as an additional elective credit (totaling 7). This will apply to all students graduating in 2024 and beyond. Notes: 1. A diploma will be issued to students who have successfully completed the above program. In the event of a failed course, make-up work in a comparable course in a college preparatory curriculum at another institution may be approved by the Upper School Director upon recommendation by the ASM Guidance Counselor. 2. An ASM diploma will not normally be awarded to a student who has been at ASM for less than one full academic year. In such cases arrangements will be made for the student to obtain a diploma from his previous school. Exceptions to this rule must be approved by the Board of Trustees.

STUDENT ACTIVITIES CLASS ORGANIZATION AND STUDENT COUNCIL The Student Council (Student Government) is composed of elected representatives from grades 9-12 and Executive Council Officers from grades 11 and 12 (President and Vice President, Secretary and Treasurer) who are elected in school-wide elections. Elections typically take place early in June for the following year. The Council is advised by a faculty member appointed annually by the Upper School Director. The Student Council meets at least weekly. Its mission is to function as a school-wide coordinating organization in those aspects of student life which involve the entire Upper School, rather than individual classes. The Student Council aims to promote service-oriented activities within the Upper School and to serve as a liaison between the student body and the faculty/administration of the School. The specific functions of the Student Council can include: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Coordinate and promote all-school service projects; Coordinate class activities and prepare student activities calendar; Coordinate student participation in the Halloween Carnival; Operate as a forum for student concerns; Develop recommendations regarding student concerns for presentation to the Upper School Director; Develop, and revise as appropriate, the Student Council Constitution; Assist the administration in the welcoming and orientation of new students to ASM; Coordinate events such an Open Mic, Sancho Showdown and other community-building activities. Create, through dynamic leadership, a sense of spirit in the student body at ASM.

Other school activities or clubs depend, to a large degree, on student interest and initiative.

SPECIAL EVENTS School rules are in effect for all Upper School social events. In addition and due to Covid-19, students may not bring non-ASM guests to events until further notice. The Junior/Senior Prom is a high school activity and all ASM students invited as guests by a junior or a senior must be in high school (grades 9 through 12). Due to Covid-19, restrictions may apply at all ASM events. Details on specific events will be provided to the ASM Community on a case by case basis.

STUDENT CLUBS There are a number of student-initiated clubs that exist at ASM. Some of the clubs that have existed in the past include: Chess Club, Latin Club, Russian Club, Film Club, Socratic Club, Feminist Club, Gay-Straight Alliance Club, Economics Forum Club, Global Citizens Club, Environmental Club, Peer Mentors Club. By no means exhaustive, this list is shared to give students an idea of the kinds of interests that have been pursued in the past. Any student who is interested in starting a club at ASM will need to obtain a faculty sponsor, set meeting times and locations, and submit a request for approval (forms available in the Upper School Office) to the Upper School Director.

FUNDRAISING ASM generally supports fundraising efforts that are intended to support grade level activities or charitable causes. Small-scale fundraising projects that are designed to support grades, clubs, or CAS projects should be approved by the Upper School Director. Large-scale fundraising proposals should be submitted to the Development Office. Guidelines: When ASM is approached with a request to assist in other endeavors, including those for unplanned aid, such as after a major natural disaster, it will first carefully review its current commitments in order to determine whether or not it is able to support additional causes. Members of the community who would like to propose additional service or fundraising activities are requested to submit a detailed proposal to the Development Office. Proposals will be handled on a case by case basis and will be referred to either the Administrative Team or the appropriate school director for further review.

PROGRAMS AND PERFORMANCES The American School of Madrid has many special programs and performances during the school year. We request the following for those attending or involved in these events. Guests who arrive late or who must leave the auditorium during a performance are requested to enter or leave at intermission, during set changes, or between finished musical pieces in order to minimize distractions to both the performers and other audience members. Student ushers are asked to help manage guest entrance and exit from the auditorium. Student performers are expected to be present throughout the performance and are asked to refrain from departing before a performance has ended, even if they have completed their own part in the show. Due to Covid-19, restrictions may apply at all ASM events. Details on specific events will be provided to the ASM Community on a case by case basis.

IMPORTANT INFORMATION FOR PARENTS REGARDING STUDENT PHOTOS IN ASM PUBLICATIONS By enrolling their children at the American School of Madrid, parents agree to the following: I understand that the American School of Madrid has my permission to reproduce my child’s image, for educational, marketing or public relations purposes, in any internal or external school publications. For example, the school may use images of students taken at ASM during school events and activities for the school’s magazine, the annual yearbook, school calendar, the school’s website www.asmadrid.org , English language magazines and newsletters, and for the school’s promotional purposes including advertisements, brochures and audio-visual presentations. The mentioned publications will be aimed at students, their families, potential students and any other person or institution interested in ASM or its educational activities. Unless requested otherwise in writing to the American School of Madrid (Communications Office), Apartado 80, 28080 Madrid, the school may use the student’s image in connection with ASM’s activities or in publicizing the school at the school’s discretion, except as prohibited by law. No names of students will appear next to any image, with the exception of our internal publications.

AFTER SCHOOL PROGRAM Activities The after school program provides a wealth of activities designed to round out our students’ education. We encourage students to experiment and explore their interests through getting involved in either activities or sports. The Activities Program begins at 4:00 p.m. The after-school activities program complements the academic and athletic program. The program of activities varies each year and is dependent on student interest and faculty/ community talent. A listing of available after school activities, including private music lessons, is made available each year in September and in January. Due to Covid-19 and until further notice, school facilities will not be available to local scout troops and seasonal sports sponsored by ASM parents. Restrictions may apply at all ASM activities. Details on specific activities will be provided to the ASM Community on a case by case basis. Students in grades 9-12 are able to leave campus at 3:45 p.m. and return for a later activity. It is important to note that while ASM is not responsible for any student who leaves campus between 3:45 p.m. and their return for a later activity, students who choose to leave campus and come back later in the afternoon must ensure their behaviour while off campus is in line with ASM expectations. Obviously, students who remain on campus are expected to follow ASM’s guidelines for behaviour at all times. It is sometimes the case that students step off campus after school to smoke. Smoking refers to the use of tobacco/nicotine in its natural cigarette form or via the use of any kind of electronic, vaping, juul or other device. The legal age for use of tobacco in Spain is 18. Smoking on campus is always prohibited. Smoking off campus is restricted to those 18 and older, and only away from the school. By law, smoking in pedestrian access areas and surrounding sidewalks is not allowed. Note that all ASM competitive athletes have committed in writing to not smoking at any time. For information on the use of controlled substances such as marijuana, please see the Discipline Chart on page 57.

ATHLETIC PROGRAM The Athletic Program provides an opportunity for Upper School students to become members of schoolsponsored sport teams. Teams which represent ASM participate in a local league (Pozuelo), the International Sports Schools Association (ISSA), and the Madrid Federation. The season begins in October and ends in May. Junior Varsity and Varsity athletes frequently have the opportunity to travel, and have in the past competed in tournaments located in London, Lisbon, Ankara, Barcelona and Aberdeen. Students must complete the registration process on the Parent Portal under ASM SPORTS, a medical examination and the athletic registration parent permission form. Students will not be eligible for practices or games without successful completion of the registration process. Although students are encouraged to participate in the school sponsored athletic program, such participation is a privilege and not a right. Once a student becomes a member of a team, they assume added academic and social responsibilities. A team member must be a dedicated, disciplined and responsible athlete. According to a student’s birth year, students are eligible to play in the local league on a sports team in the following categories: Infantil, Junior Varsity, Varsity. Athletes 18 years of age and above have the opportunity to play for a team in the ISSA tournaments. Team uniforms: If a student is issued a team uniform, they are responsible for this uniform for the duration of the season. If they damage or lose the uniform, they will be charged for its full replacement value. Players practice once or twice a week after school. Games are typically played on Saturday mornings. Students participating in an early practice must take the 5:15 bus or be picked up by the parent or authorized driver promptly at 5:15. Students should be in their scheduled activity, under the direct supervision of a teacher, or working quietly in one of these designated areas: Da Vinci Room, Learning Commons. Students who participate in a sport are reminded not to leave valuables (money, cellphones, cameras, watches or calculators) in the locker rooms. Valuables must be left in the students’ locked lockers or in the cubbies with electronic locks available in all locker rooms. Due to Covid-19, restrictions may apply at all ASM activities. Details on specific activities will be provided to the ASM Community on a case by case basis. THE LATE (ACTIVITIES) BUS BEGINS ITS 5:15 RUN APPROXIMATELY THE FIRST WEEK OF OCTOBER THROUGH THE END OF MAY.

RECOGNITION OF STUDENT ACHIEVEMENT TRIMESTER AWARDS At the end of each trimester, students may be eligible to receive the following awards. Certificates will be issued to students after grades are published at the end of each term. Award for Academic Excellence  Students enrolled in at least 6 classes, five of which must be in the following disciplines (English, Social Studies, Math, Science, World Language), earning:  Grades of A in all subjects,  No ATL grade below a 3, and  No instances of academic dishonesty. Award for Academic Distinction  Students taking 5 or more IB classes, earning:  Grades of A or B in all IB Courses, with no more than three Bs,  No ATL grade below a 3, and  No instances of academic dishonesty. Students taking a minimum of five courses from among the following disciplines (English, Social Studies, Math, Science, World Language), earning:  Grades of A or B in all subjects, with no more than two Bs,  No ATL grade below a 3, and  No instances of academic dishonesty. Merit Award  Teachers may nominate a student for recognition in a specific subject for exceptional effort and/or growth. The student will have:  No ATL grade below a 3 for the subject in question  No instances of academic dishonesty

HONOR SOCIETIES 1. NATIONAL HONOR SOCIETY ASM is a member of the National Honor Society. The National Honor Society (NHS) was established in the United States in 1921. In the words of its organizers, its original objectives were to: “to create enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, and to develop character in the students of secondary schools" (from the NHS Constitution). These purposes also translate into the criteria used for membership selection in each local chapter. The Columbus Chapter of the American School of Madrid selects members based on strong scholarship and outstanding leadership, service and character. A Faculty Advisor, appointed by the Upper School Director, oversees the chapter activities. Invitations are typically sent to students who are eligible to apply for membership in the National Honor Society after the second trimester grades are issued. Eligible students will meet the following requirements:    

Students must be in grade 10, 11 or 12. Students must have no recorded instances of academic dishonesty within one year previous to applying for membership. Students who have attended ASM for a minimum of 1.5 years will have received the Academic Distinction Award (or higher) for at least three of the last five trimesters and no ATL below a 3. Students new to ASM will bring a cumulative GPA of 3.5 from their previous schools, and will have received either Academic Distinction or Academic Excellence during at least one trimester at ASM, with no ATL below a 3. 30

2. CUM LAUDE SOCIETY Founded in 1906, the Cum Laude Society is dedicated to honoring scholastic achievement in secondary schools. ASM has the privilege of being one of three European chapters of this society. Each year, no more than the top 20% percent of the graduating class is selected to be inducted into the Cum Laude Society. ASM uses an internally calculated GPA to make the determination. Students who have any instance of academic dishonesty in the final two years, will not be considered for Cum Laude. 3. LA SOCIÉTÉ HONORAIRE DE FRANÇAIS La Société Honoraire de Français recognizes the excellence of French as a Foreign Language students since 1946. In order to receive this recognition, students must have already completed two semesters in a French language course, maintained a minimum of an A in the French class and a minimum average of B in all their other courses during secondary school.

MAJOR AWARDS At the end of the school year, traditionally on the day before Graduation, an Awards Ceremony (called “Prize Day”) is held. The purpose of the Awards Program is to recognize student achievement at various levels, and the school strives to ensure that students are recognized in the most appropriate ways possible given the ethos of our school and community. The major awards are reviewed annually. In 2019-2020, major awards included the following: Excellence Award: A single award for students who have demonstrated the highest level of academic achievement in 2 or more of their courses. This does not necessarily mean the top student in the class, as multiple students may have achieved at the very highest level possible. Note that this award is different from the award called “Academic Excellence” which is given at the end of each Trimester to qualifying students. (see page 30 for details). Growth Award: Recognition for students who have demonstrated significant academic growth (defined as a marked improvement in learning behaviors and/or outcomes) in at least one subject. Teachers are asked to be discerning in their choices, however, there may be multiple nominations per subject. School Service Award is presented to that student in the Upper School (Gr. 9-12) who, in the opinion of the faculty, by their interest, effort and responsibility, has contributed the most to the welfare of the School. ECIS Award is awarded to a student who is a good representative of his own country, with a positive attitude towards the life and culture of others, able to converse in at least two languages, a contributing force in the life of the school, with the ability to bring differing people together in a sense of community. If the award is presented to a host country national, the citation may be adapted to read "with a positive attitude towards the life and culture of other nations." Trustees' Award is presented to the student in grades 9-11 who, in the opinion of the faculty, has best exemplified those ideals of scholarship, leadership and character for which the school stands. Headmaster's Award is presented to that senior who, in the opinion of the faculty, has best exemplified those ideals of scholarship, leadership and character for which the school stands. Ambassador Alan and Susan Solomont Award for Community Service is presented to a graduating senior who, in the opinion of the faculty, has demonstrated an exemplary commitment to improve a community in need, their nation or the world through volunteer service. Director's Award is presented annually to two students (usually one boy and one girl) in Grades 11 or 12 who, in the opinion of the Upper School Director, have worked diligently for the improvement of their school, have shown interest and concern for the needs of their fellow students, have been intimately involved in many phases of student life. 31

Progress Award is given to that student in grades 9-12 who has shown the greatest progress - based on progress in all academic areas throughout the entire year. (Determined by U.S. Director through review of report cards and faculty input.) Harvard Prize Book Award is presented to the sophomore who has demonstrated excellence in scholarship, high character and achievement outside of school. The award is sponsored by the Harvard Club of Spain and endorsed by the Fulbright Commission. Nominations will be made by teachers with the final decision made by the Upper School Director. The ASM STEM Award is given to those students who demonstrate success in multiple STEM courses (science, math and technology courses) and exemplify innovative and exceptional thinking skills. The students have applied STEM in a variety of activities (clubs, conferences, etc.) and demonstrate a genuine interest in and enthusiasm for STEM related events and activities at ASM and beyond. This award will be given to two students per grade level. The ASM Hero Award is the first of its kind at ASM. A student-driven award, it was defined by members of the senior class, presented to the administration for approval, and the recipient was selected by the seniors themselves. The ASM Hero Award honors that student, determined by their peers, who best represents ASM’s ideal of caring and connection. It is our hope that this award will serve as inspiration for others and that this will be one of the Class of 2020’s greatest legacies left to ASM. Presidential Educational Awards are sponsored by the U.S. Office of Overseas Schools and given to students for outstanding academic achievement. All students in grade 12 are eligible. Criteria for selection: seniors - overall 3.5 G.P.A. and above through Trimester 2 and SAT score of 85th percentile or teacher recommendation.

HONORS DIPLOMA An honors diploma is awarded to exceptional students who, in addition to fulfilling the required credits for graduation, have also taken three IB higher level courses in at least two areas among humanities, mathematics, science or languages, have at least two years of a language other than English, have been at ASM for a minimum of two years, have a 3.5 grade point average through grade 11 and a B-average or higher in their senior year through Trimester 2, have participated meaningfully in a school-sponsored extra-curricular activity, have no grade below a C in any academic course, and have no recorded incidents of academic dishonesty (from grades 10-12).

VALEDICTORIAN AND SALUTATORIAN The Valedictorian and Salutatorian are traditionally the top two performers in the graduating class. At ASM, we consider the students eligible for Cum Laude and we recalculate an internal unweighted grade point average for the years at ASM in common to determine the top two. In the event of a "tie", faculty input would be requested.

GUIDANCE AND COLLEGE ADMISSIONS COUNSELING UPPER SCHOOL COUNSELORS The Upper School Counselors are available to provide assistance to students, parents, and staff members. The Counselors offer help to individuals and to groups in a number of ways: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Assist students with personal decisions. Counsel students regarding academic progress and factors that may inhibit learning. Provide information on colleges and universities. Provide information and counsel to students in areas of personal or social concern including professional referral resources when appropriate. Advise on schedule change for students within the school. Administer the standardized testing program. This includes the College Board Tests as well as other group aptitude and achievement tests. Interpret test results to students, parents and faculty. Maintain accurate student records and transcripts. Counsel students regarding education and vocational plans through individual and group sessions. Maintain an accurate check on individual student schedules so that school requirements and graduation requirements are met. Advise parents, and the Administration of students who may not be or are not meeting grade-level or graduation requirements. Provide individual and/or family counsel and guidance as a follow-up to significant and/or chronic disciplinary situations. Assist students and parents in the selection, application and college admission process.

The Counselors are available daily to help students and their parents. Appointments can be made through the Guidance Office by calling 91740-1911 or e-mailing blancamartin@asmadrid.es.

COLLEGE ADMISSIONS COUNSELING College Admissions Counseling is coordinated by the College Counselors, who work closely with the Headmaster, Upper School Director, the faculty, the students, and parents to provide Upper School students with advice about colleges. The process begins as early as Grade 9 with focused discussions about career planning, high school transcripts and how to calculate the grade point average. By eleventh grade, the College Counselors meet personally with each student to structure an individualized post-secondary plan. In a student's senior year, the process is primarily focused on helping each senior with preparing and processing her college applications. The College Counselors writes a recommendation for each graduating senior.

TESTING PROGRAMS OFFERED AT THE AMERICAN SCHOOL OF MADRID The American School of Madrid is a test site for many university admissions exams, such as PSAT, SAT, ACT, and AP examinations. For up to date information regarding which exams are offered during a given year, please contact the Counseling Office. Registration deadlines for the above tests are posted on the Guidance Bulletin Board outside the Upper School Office. Registration for the SAT is done online at www.collegeboard.org, and for the ACT at www.act.org. Possible restrictions may occur due to Covid-19. For more information, please contact your college counselor.

SCHOOL RECORDS Families requiring that ASM send official transcripts, letters of recommendation, teachers evaluations, or other school records, should contact the Upper School Guidance Office by phone or e-mail.

ASM University & College Acceptances 2020 United States and Canada American University Arizona State University Babson College Bentley University Berklee College of Music Boston College Boston University Brandeis University Brown University Bryn Mawr College Clark University Colgate University College of the Holy Cross Colorado State University-Fort Collins Columbia University Cornell University Dartmouth College Drew University Drexel University Earlham College Embry-Riddle Aeronautical University Emmanuel College Emory University Florida Institute of Technology Florida State University Fordham University Franklin W Olin College of Engineering George Mason University George Washington University Georgetown University Georgia Institute of Technology Hawaii Pacific University Hult International Business School Lafayette College Lehigh University Loyola Marymount University Loyola University Chicago Loyola University Maryland McGill University McPhs University Michigan State University Middlebury College Mount Holyoke College New Jersey Institute of Technology New York University Northeastern University Oberlin College Occidental College Pace University Pennsylvania State University Pratt Institute Providence College Rensselaer Polytechnic Institute Rhodes College Rochester Institute of Technology

Rochester Institute of Technology Rollins College Rose-Hulman Institute of Technology Saint Edward's University San Francisco State University Sarah Lawrence College St John's University Stanford University Suffolk University Syracuse University Texas Christian University The College of Wooster The New School

Architectural Association School of Architecture Bimm Institute Brunel University London Cardiff University City, University of London Durham University Erasmus University Rotterdam Goldsmiths, University of London ESCP Business School Hult International Business School IE University Institute of Contemporary Music Performance King’s College London, University of London

The University of Tampa

Kingston University

The University of Texas At Dallas Tufts University Tulane University Union College University of California-Berkeley University of California-Davis

Lancaster University London Metropolitan University Leiden University London School of Economics & Political Science London South Bank University Maastricht Humanities

University of California-Irvine

New College of the Humanities

University of California-Riverside University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of Central Florida

Nottingham Trent University Oxford Brookes University Paris College of Art Queen Mary University of London Radboud University

University of Chicago

Ravensbourne University of London

University of Colorado Boulder University of Denver University of Florida University of Georgia University of Houston

Regent’s University London Swansea University The University of Edinburgh Universidad de Navarra University College London

University of La Verne

University College Tilburg

University of Massachusetts-Amherst University of Miami University of Notre Dame University of Pennsylvania University of Richmond University of South Florida University of Southern California University of Toronto University of Vermont Villanova University

University College Utrecht University of Aberdeen University of Bath University of Bristol University of Exeter University of Greenwich University of Groningen University of Kent University of Leeds University of Manchester

Wake Forest University

University of Nottingham

Washington and Lee University Washington University In St Louis Wentworth Institute of Technology Wesleyan University Williams College Worcester Polytechnic Institute

University of Reading University of Roehampton University of St. Andrews University of Sheffield University of Surrey University of Sussex University of Warwick University of Westminster, London University of York Universidad Nebrija Utrecht University of Applied Sciences

IMPORTANT DAILY INFORMATION DAILY SCHOOL SCHEDULE Students should be at school by 8:50 a.m. Classes begin at 9:00 a.m. and end at 3:45 p.m. Staff supervision of school premises covers the period from the arrival to the departure of the regular school buses. Buses leave at 3:55 p.m. with additional service for students involved in competitive sports, scheduled activities, and special programs. After-school supervision is provided by the activities and sports staff. After-school buses leave at 5:15 every day from October through May. Students involved in activities after 5:15 are responsible for arranging their own transportation home.

MORNING ANNOUNCEMENTS Morning Announcements, the “LANCER AM”, are e-mailed to students daily at the end of the school day. Students are responsible for checking their school e-mail account regularly and for knowing the information from the LANCER AM that is relevant to them (this may include a change in the daily schedule of classes; organizational meetings, etc.).

BUS SERVICE Bus service is provided to and from the School for those who elect this service. Students will be picked up at designated collection points and will be returned to them after school hours. Bills for the bus service are payable in advance for the corresponding half year. Bus rules: 1. Only students who have paid the bus fees will be allowed to use buses. 2. The Business Office must be notified three days in advance of any change in address so that adjustments to bus schedules may be made. 3. When dismissed at 3:45, students are to walk promptly to their bus. Students should not play, loiter, or otherwise create obstructions for free and safe movement of buses in the parking lot area. 4. Smoking, eating, and drinking are not allowed on the buses. 5. Students must wear seat belts and remain in their seats while the bus is in motion and be orderly in manner. 6. Students are entitled to one seat on the bus and may not reserve a seat for someone else. 7. It is the primary responsibility of the bus monitor to ensure student safety. Students are therefore expected to comply with the bus monitor’s requests and/or instructions. 8. Disorderly or unsafe conduct on the bus will result in disciplinary action with the possible suspension of bus privileges and charges for damages. Student bus misbehavior will be reported. 9. Students with suggestions or complaints concerning any aspect of ASM bus service are to express them in writing by using the appropriate form provided by the school receptionist.

LUNCH Hot lunches are served daily in the Cafeteria. Students may purchase snacks during Ad Break and after school. Questions about the school lunch program should be directed to the Director of Administrative Services. Due to Covid-19, adjustments have been made to the cafeteria lunch service. More details will be provided to the ASM Community before the opening of school. The following guidelines apply to Cafeteria use: 1. 2. 3. 4. 5. 6. 7.

Students are asked to respect lunch lines. It is not acceptable to cut in line, or to save space in line for one’s friends. The lunch period is short, and all members of the Upper School community have only 50 minutes to eat. Cutting in line makes the wait time longer those behind you. Please be courteous. All members of our school community are expected to clean up after themselves. To ensure rapid movement through the line, students should enter the lunch lines from the end near the stairs and exit at the end near the cash register. Students who wish to purchase drinks only must enter the line in the normal fashion but may "jump ahead" picking up their drinks and moving quickly to the cash register. Trays, glasses and other eating utensils should not be taken out of the Cafeteria. Students should place trays in the designated area after eating. Students with bag lunches should dispose of all waste in the garbage bins available around the cafeteria. Cleaning supplies are available for minor spills.

Appropriate areas for eating lunch include the Cafeteria and the Learning Commons (remember, however, that trays must stay downstairs in the cafeteria). Students may not eat lunch in the hallways, locker areas, etc. Occasionally, teachers will allow students to eat in their classrooms. Grade 9-12 students who bring lunch and prefer to eat outside may do so, however, no food or drinks are permitted on the upper level by the track and sports field. Students must keep the outside eating areas free from litter by depositing all their trash in the appropriate litter bins. In all cases, as responsible members of the ASM community, students are expected to clean up after themselves.

UPPER SCHOOL CULTURE AND COMMUNITY In the Upper School, we believe that learning happens best in a supportive community that is defined by a culture of safety, respect, encouragement, responsibility and accountability. To achieve this, the Upper School is focused on the following three strands: WELLBEING Every child has at least one adult on campus with whom they feel comfortable discussing issues related to school, friends, or personal challenges, including reporting situations such as bullying and/or sexual harassment. This means:      

The school continues to provide opportunities for discussion about important topics such as personal safety and diversity. Students understand the difference between reporting and tattling. Students know who to talk to about what and how to report. Students and adults listen respectfully to one another. Adults understand and abide by confidentiality limitations. Discipline is clear and effective.

COMMUNITY All students and teachers feel integrated and part of the ASM community: their voices are heard, their input is valued and they feel genuinely invested in and responsible for the existence of a positive and supportive school culture and community. This means:     

Feedback is solicited in a variety of ways, both structured and informal. Appreciation is genuine and frequent. Teachers act as role models for students at all times: they use appropriate language that is culturally sensitive, constructive, and kind. They model appropriate adult interactions and effective problem-solving. Students and teachers both are respectfully held accountable by their peers. There is open discussion about the benefits and challenges of attending international schools, and students from all backgrounds and constituencies are supported equally.

LEARNING All students understand what is expected of them academically, they know where they stand at all times relative to those expectations, and they are able to articulate next steps in order to continue growing. This means:      

All work is purposeful and relevant (we start with the “why”). Deadlines are clear, and consequences for late work are specific and upheld. Feedback is based on descriptive rubrics and is learning-focused. Grade descriptors are clear and specific. Grading is consistent across teachers and sections and is represented in a consistent manner in Powerschool. Marking of ATLs is objective, consistent, and where possible, follows a logic rule.

ADVISORY The primary purpose of the advisory program is to support the development of Wellbeing, Learning and Community in the Upper School. Each student is assigned to an advisor, and advisory groups are comprised of 10-12 students, all in the same grade level. Through this structure, we aim to provide students with a support network through which they can address any issues or concerns they might have on academic and personal/social levels. The advisor is the student’s first point of contact, and is ideally someone in whom students feel comfortable confiding. The advisors work closely with the Guidance Counselor in order to address any concerns that may arise for a particular student. With students learning as our priority, the advisory program exists to promote and enhance learning opportunities both inside and outside of the classroom, as well as to help resolve any issues that may impede student progress. As a general rule, advisory takes place once a week (on Tuesdays) for all students in grades 9-12 and follows the second block of the day.

SCHOOL-SPONSORED TRIPS Absence from class because of school-sponsored field trips is excused and students will be given sufficient time to make up work. When the trip has been announced in advance, and it is for one day or a part of one day, work due that day should be given to teachers prior to departure. For trips of longer duration students will obtain assignments and make arrangements with each teacher, in advance of departure for the trip. Students should complete a Request for Excused Absence for School-sponsored Trips form. This form must be completed at least two days in advance of the trip to secure excused absence status for the trip. All school rules are in effect during school-sponsored trips. Students may be restricted from going on school-sponsored field trips if they have an excessive number of absences from school, have been repeatedly reprimanded for infractions of the ASM code of conduct and/or are performing poorly in other subject areas. Due to Covid-19, restrictions may apply on all ASM school trips. Details on specific trips will be provided to the ASM Community on a case by case basis.

LEARNING COMMONS The Stanton Griffis Resource Center supports the mission of the American School of Madrid by providing library and information services to our diverse community of students, faculty, staff and community. The learning commons is student-centered, and promotes inquiry and understanding of the world, its peoples, its cultures, its possibilities. There is a quiet side of the Learning Commons that is designed for individual study. Students are asked to be respectful of the need for silence on the quiet side. The Learning Commons hours are 7:15 a.m. to 5:30 p.m. Students, staff and community members are welcome anytime to browse, check out or just stop by to relax! While supervision of the Learning Commons ends at 5:30 p.m. daily, students frequently like to stay on to finish their homework. We welcome responsible use of the Learning Commons after hours. Please note, however, that students may not remain in the Learning Commons after 7:00 p.m. Circulation Policies It is the responsibility of the borrower to return materials on time, however, as a courtesy, the Learning Commons staff sends out reminders. Materials that are lost are charged the replacement price. When materials are still outstanding by the end of the school year, student records and report cards may be held in the Upper School Office until items are cleared.

ACCEPTABLE USE / STUDENT ACCESS: COMPUTERS AND INTERNET ASM has a code of conduct for its students that details appropriate behavior. Because the Internet and related network activities are part of the school’s routine, the school’s code of conduct applies to all network activities. The Internet Network Use Policy is an extension of the school’s policies. For the network to operate smoothly, the end users must adhere to proper conduct and observe strict guidelines. The following guidelines are provided to make students aware of their responsibilities when using the Internet at school: Internet Etiquette All students are expected to abide by the generally accepted rules of Internet network etiquette. These include, but are not limited to, the following:        

Be polite. Do not send abusive messages to others. Use appropriate language. Vulgar or obscene language is strictly prohibited. Never send or display offensive messages to others. Respect the rights of others to have Internet access. Respect the privacy of other users. Do not use the network in such a way that you would disrupt its use by others. Always log off after finishing work. Do not deliberately attempt to disrupt computers or network.

Internet Security and Legality      

The School’s Administration has access to all system usage, including internet access, if there are problems of inappropriate use of the network. Usage relating to or in support of illegal activities must be reported to the school administration. Users must never reveal their personal address or phone number or those of other people. Violating copyright laws or conducting any other illegal activities is strictly forbidden. Students may not share user names or passwords. It is a violation of the ASM Acceptable Computer and Internet Use Policy to share usernames or passwords. All communication and information accessible via the network should be assumed to be private property. Students should not attempt to obtain entry into others’ folders, work or files.

Additional responsibilities   

Students have a responsibility to read their school email. This is an important means of communication for teachers, offices, announcements, etc., and students are responsible for being appropriately informed. Students have the responsibility to monitor all material received via the Internet and to report inappropriate material to their teachers. Students have the responsibility to make only contacts leading to some justifiable educational end.

Sanctions The preceding guidelines are only representative and illustrative; they are not all-inclusive. Misconduct by a user may result in disciplinary action. Disciplinary action will be determined on a case-by-case basis and may range from a loss of access privileges to more serious disciplinary measures.

Addendum School computers (library and laptops) are to be used for reasons related to the academic program in the school. Before and after school, computers are available for student use. A student not using the computer for academic reasons must give up their terminal if it is needed for educational purposes. Other uses and prohibitions are outlined below. 

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Students may use private e-mail accounts (e.g. Hotmail, Gmail, etc.) on school computers during the school day to send and receive school assignments and projects or materials related to school assignments and projects. Personal mail on school computers, such as those to and from friends or family on topics not related to school assignments or projects, should be restricted to before and/or after school hours. The use of school computers is limited to academic work only during academic time. Viewing personal sites and other locations that are not related to class projects or assignments is limited to non-academic times. Additionally, a student not using the computer for academic reasons must give up their terminal if it is needed for educational purposes. The use of personal electronic devices should be limited to academic use during the academic day. If a student’s behaviour requires a staff member to ask the student to log off the terminal, that student will lose their computer privileges for the entire school network. Do not download anything to the terminals. This includes but is not limited to: games, software, shareware, freeware, mp3 files, movies and executable files. Use your folder on Google drive to save work. Do not change any configurations on a computer. This includes but is not limited to: wallpaper, icons, language, systems settings, display settings, and other computers or device settings. Users will not access, change or delete the files that are property of others. Student should always log in to start using a computer. Using a computer with someone else´s account is a violation of the Acceptable Use Policy, even if the previous user forgot to log off. Any attempt to guess or obtain another person´s passwords for the school network or any other website will result in disciplinary action.

Student Use of Learning Management Systems and ASM applications A Learning Management System (LMS) is a collection of curriculum websites maintained by teachers. ASM’s teachers use mostly Google Classrom as their choice of password protected LMS to supplement their face-to-face courses. Students can login to the LMS to find course syllabi, assignments, readings, resources, message boards, journals, wikis, and a variety of other tools used in each particular course. Instructions for using the LMS will be provided to students by individual teachers. Most courses have restricted enrollment and may require an enrollment key (password) to enter. Teachers will provide the enrollment keys to students. Students should not share enrollment keys with others unless requested to do so by a teacher. Students must only access the LMS using their own personal ASM username & password. Students should not allow anyone else to use their log-on details. Also, having an ASM provided email address is a prerequisite for a student to start using the LMS. This allows students to receive message posts and other important communications from teachers and ASM administrators. Students are reminded that the LMS forums are not like the "social" forums or messaging sites you may use outside school. Consideration should be taken to ensure that anything posted would not cause offense to other students or staff. LMS systems are for educational use, not for communicating with your friends about non-school related topics. All student posts should be polite and show respect for other people's opinions and feelings. Your ASM account is also a Gmail account that allows users to message each other. This a great feature to use to discuss work and share ideas or to ask your teacher for help. Email, messaging, or chat must not be used to harass, intimidate, or otherwise annoy another person. In order to use any ASM LMS or application (Gmail, Drive, Classroom, …) a student must agree to abide by the following rules: Students will not access, distribute, or place material that:  is offensive, obscene, excessively violent, or pornographic  aims to encourage discrimination on the grounds of gender, sexual orientation, religion, or ethnic origin  encourages or facilitates illegal activities,  is in breach of copyright rights, plagiarizes the works of others, or includes any content owned by another that is posted without the correct attribution or without the permission of the owner. Student use of ASM applications is logged, and records are kept of all activities and contributions to the site. Site administrators and teachers have direct access to their students' LMS files. Students should not assume that any activity is private or confidential. ASM faculty may monitor real-time use of the LMS, examine any and all activity logs either current or stored, and any recorded emails in order to investigate the possible infraction of any of the policies herein stated.

SOCIAL NETWORK POLICY Social networks are becoming an increasingly important part of our daily lives. They are no longer a mere distraction; they are now a veritable means of communication in the world. As such, ASM welcomes and encourages the responsible and productive use of social media as a tool for academic purposes. However, due to the high potential for abuse, ASM also establishes guidelines for use of social media within and out of the school network and for social networks hosted by ASM and those that are not. 

Users of social media should uphold the same standards of behaviour as they would at school or in public. It may not seem obvious, but anything posted on the internet is permanent, and to be courteous and respectful is just as or even more important than when communicating in person.

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While social media is an attractive tool, it contains advertising, content that our parents may not wish for their children, and joining is illegal for minors under 14 years old. Teachers are strongly encouraged to use Google Classroom (or any other school provided tool) as a primary tool for student communication on the internet.

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When posting ASM information on a social network, whether in school or off-campus, the guidelines in the ASM Student and Faculty Handbooks apply. Consequently, school guidelines are enforced on these areas and as a result, any violation of them is subject to disciplinary action.

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Announcements relating to events at ASM should be made using ASM publications first before being made on social media.

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Confidential information pertaining to ASM staff or students may not be posted on social networks.

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Opinions expressed on social networks are not representative of ASM. Exercise caution when posting personal opinions that affect ASM on social media.

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Students and faculty alike are advised to be cautious about exchanging friend requests; both should decide whether or not they want to reveal certain content that may be on their profile to one another.

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Private areas of social media are meant to be respected and remain private, unless there is evidence of abuse, in which case the appropriate channels should be used to resolve the issue.

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Pictures, posts, or other content posted to social networks from the ASM campus should not be geographically tagged.

DATA PROTECTION AND SECURITY POLICY The American School of Madrid abides by the Spanish Data Protection Laws (Ley Orgánica 15/1999) set forth by the Spanish government. Additionally, certain data not covered by the Spanish Data Protection Laws should not be disseminated for security reasons. Data covered under Spanish law covers the information about our students, including their contacts (parents, family, emergency…), and staff. DATA PROTECTION LAWS Spanish Data Protection Laws distinguish between 3 levels of data protection. ASM Staff should not publicly publish or share any data listed in the data levels below under any circumstances.  BASIC LEVEL: Demographic information (addresses, telephone numbers, email addresses, etc…), employment information, and picture.  MEDIUM LEVEL: Behavioral and academic data, or any other information that would describe a person on the basis of personality, plus financial data.  HIGH LEVEL: Ideology, religion, beliefs, racial, health and sexual orientation. Spanish laws are especially strict with data for minors under the age of 14, particularly in the use of their image. Furthermore, for security reasons, the following information should never be publicly shared:  Bus routes  School floor plans  Location and time of events that ASM students will attend, especially those outside ASM  Student or staff schedules

“BYOD” (BRING YOUR OWN DEVICE) PROGRAM All students must bring a laptop to any class that requires it, either by bringing their own laptop or leasing one from ASM. For information on leasing a laptop, please contact the Upper School Office or the Technology Office.

STUDENT RESPONSIBILITY FOR SCHOOL MATERIALS Transcripts and/or report cards will not be sent to homes or transferred to schools and colleges until all curriculum/library/cafeteria/athletic/financial, etc. obligations have been satisfactorily met. Likewise, readmission to ASM the following year requires that all such obligations have been met.

BORROWING SCHOOL EQUIPMENT LAPTOPS: Students are expected to bring their own devices to school, however, we understand that there will be times when a personal rental laptop is in need of repair or has been exceptionally forgotten at home. There are several school-maintained laptop computers available for check-out in the Upper School Office. Laptops may be checked out anytime during the school day and must be returned no later than 5 p.m. on any given day. With Covid19, students borrowing school laptops will need to wipe them down upon returning them to the Upper School Office. Disinfectant wipes will be provided in the Office for this purpose. If students need to borrow laptops overnight, they must obtain permission from the Upper School Director. SPORTS EQUIPMENT: With Covid-19 protocols, no sports equipment will be available for student check-out.

PROCEDURES FOR USING THE LOCKABLE LOCKERS IN THE CHANGING ROOMS All students should leave their valuables in the lockers that they have been assigned for the year by the Guidance Office. This includes cell phones, wallets, computers, etc. On occasion, students will go directly from PE or sports without stopping first at their lockers. In that case, the lockable lockers located in the changing rooms can be used for the storage of small personal items while in PE class or during after school sports. Each locker contains a code which can be personalized; instructions for use are on each individual locker. At the end of class, after retrieving personal items from the locker, students are asked to leave the locker open, ready for the next user. Changing Room lockers can only be used during these times, and never for longer than the length of the PE period.

LOST AND FOUND It is recommended that student names be placed on all personal belongings. This facilitates returning items, when found, to their owners. It is recommended that items of value or personal sentiment not be brought to school. Items found in the Upper School are placed in the "Lost and Found" area near the Upper School Office. Books and book bags are to be kept in lockers. Items left on top of lockers and on the floors may be moved to the Upper School Office for safekeeping and may be retrieved after 3:45 p.m. Each trimester, all items in the School Lost and Found are placed on tables in the hall for claiming. It is the students' responsibility to check the Lost and Found for missing items. Items not claimed are periodically donated to charity.

SCHOOL NURSE A detailed communication by the Headmaster will address health protocols and responsibilities in light of Covid19. Families are urged to follow all outlined procedures to ensure the health and safety of all members of the school community. Parents are requested to keep the Nurse updated on all student medical needs. Any changes in health status, medication, etc. should be reported to the Nurse as soon as possible on 91-7401909. The School Nurse is on duty during the school day. Students who feel ill during the day are encouraged to request her help. All students visiting the Nurse's Office between classes should first report to their teacher to request permission. Teachers will provide the student with a written pass. Students going to the Nurse during class time will be expected to produce such a pass or will be sent back to class. Any student who goes to the infirmary and finds the Nurse not in attendance, should report back to the teacher who released them. Students should not remain in the Nurse's Office, if unattended, and will not be excused from class unless the Nurse is on the premises. If a student feels ill enough to miss class, the general policy will be to require the student to go home. Instances of visiting the Nurse for a period or two, especially when testing is in progress, will be reported to the Director. Repeated instances of visiting the Nurse when testing is in progress will result in unexcused absences for the period, and attendance will be reviewed by the Upper School Director and Dean of Students. Should sudden illness or any other emergency occur, the School will take immediate and appropriate action and will advise parents accordingly. If parents have special instructions, they should note them on the Emergency Notification Sheet. Injuries Should an injury occur during school hours or in the after-school activities program, parents will be notified as soon as possible and the student will be treated in the School Infirmary or taken to the hospital of the parent's choice. Please indicate on the Medical form the family doctor or hospital you wish the School to use in case of an emergency. Each student is insured up to the quantity of €9000.00 per year. This also includes participating in any schoolsponsored activity on or off campus.

STUDENT VISITORS TO CAMPUS In light of Covid-19, no student visitors will be allowed on campus until further notice.

STUDY HALLS Study Halls are scheduled throughout the day except for lunch periods. All Study Halls take place in the Quiet Side of the Learning Commons unless otherwise indicated. Students must be on time to study hall in order for attendance to be taken. Only students who are in good academic standing may check out of study hall.

ACCESS TO CAMPUS ASM maintains a closed campus. Students are to remain on school grounds from the time they first arrive on campus until 3:45 p.m. Exceptions to this rule requires written permission from parent or guardian requesting the early or part-day dismissal of a pupil for specific purposes (dental, medical, etc.). When these involve an excused absence from classes, teachers should be advised by the pupil in advance and all work missed must be made up the following day and at the initiation of the student. Written assignments due must be submitted at or before the time of departure. For safety and security reasons, only ASM faculty/staff may park cars on campus.

STUDENT RIGHTS AND CHANNELS OF COMMUNICATION We want Upper School Students to 1) feel integrated and part of the ASM community: their voices are heard, their input is valued and they feel genuinely invested in and responsible for the existence of a positive and supportive school culture and community (community), and 2) understand what is expected of them academically, know where they stand at all times relative to those expectations, and be able to articulate next steps in order to continue growing (learning). If a student has any questions or concerns regarding their experience at ASM, they are encouraged to speak with their teachers, advisor, counsellor(s), Dean of Students or Upper School Director. Often, issues can be resolved by directly communicating with the other person, however, if students feel uncomfortable or unsafe for whatever reason, they are encouraged to ask for support from a trusted adult on campus. I.

In the Classroom a) b) c)

f) g) h)

Students have the right to expect that their courses will be well-planned and clearly presented and that their teachers will be in class and fully involved in the teaching and learning process. Students should expect that learning will look different from one class to the next. Teachers have different styles of instruction and develop different kinds of relationships with their students. Students should expect to work hard: learning involves responsibility and accountability on the part of the learner and many times, their teachers will act as facilitators of learning rather than as owners of information. At the beginning of the course, students should expect a written statement of the general scope and nature of each course in which they are enrolled as well as general course objectives. Students have the right to know the teacher's general plan or policy concerning the frequency and nature of tests, papers, as well as large projects. They have the right to know the general elements that make up the teacher's evaluation of their work. Students should expect at least one week's notice before a summative assessment. Additionally, assessment dates and major due dates will be posted on the US Major Due Dates Google Calendar for Upper School. Students should not have more than two major assessments on one day. Students should ensure they can access the calendar and if they identify that there are more than two assessments on a given day, they should address this well in advance. Students have the right to obtain feedback on completed work. Students should expect feedback on formative and summative work within a reasonable amount of time. Students should expect respect and consideration from their peers and teachers when sharing written and voiced opinions.

II.

In the School a) Every member of the ASM school community has the right to a safe, welcoming, inclusive and respectful educational environment in which to pursue their academic and personal goals. b) Students have the right to review/discuss any disciplinary action pertaining to them as well as to view the final copy of a written statement summarizing the situation leading to disciplinary measures and the action taken by the administration. c) Students may know the contents of their permanent files at ASM by consulting with the Upper School Director. The student may see the actual papers in this file and be told the nature and purpose of each paper included (except for confidential recommendations to colleges and other schools). d) Students have the right to know the general types of remarks and data sent out about them at the request of schools and colleges. They may see the Teacher and/or Administrator recommendation forms used by ASM when these forms are not confidential. e) Students have the right to an explanation of all school rules, regulations, expectations, etc. f) Students and/or their elected representatives have the right and are urged to bring to the attention of the Upper School Administration such rules, regulations, policies or practices as they consider to be unjust, inconsistent, or inappropriate to the conditions of the American School of Madrid or the Madrid community.

UPPER SCHOOL EXPECTATIONS FOR BEHAVIOR The American School of Madrid is a place of learning. We want our students to challenge themselves intellectually, to be sensitive to the needs of others, and to overcome obstacles through reflection, creativity and thought. We encourage our students to be actively engaged in their own learning, to be change agents in an evolving society and an uncertain future. Our student body is international, multicultural, multilingual, and multitalented. In short, it is incredibly diverse. We celebrate the uniqueness of each individual, understanding that together, we form a united community that is respectful and caring. Every action, every choice that ASM students make should reflect a respect for their school and the diverse community of which they are a part. As members of a K-12 school community, where learning is our primary objective, Upper School students should come to school ready to work, learn, explore, create, innovate; to make good choices that are founded in integrity; to serve as role models for others; and to exhibit empathy in the way they behave and in the way they present themselves. The expectations for behaviour, then, are written with this ethos in mind. We are global citizens, and we will behave accordingly. While this section of the Student Handbook details the specific guidelines for behaviour, these are summarized with a simple statement. At ASM, we expect our students to: Take care of themselves. Take care of each other. Take care of our school. Students are asked to always remember that they have the privilege of attending a K-12 school. This means that they serve as examples for their peers and role models for younger students. All of the decisions they make should reflect an awareness of and appreciation for the larger community within which they live and learn. RESPECT FOR DIVERSITY: As members of a multicultural, multinational, K-12 community, students are expected to treat their peers with respect, curiosity, kindness, open-mindedness, appreciation, and acceptance. As is clearly stated in the Honor Code: As honorable members of the American School of Madrid community, we: 

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Disrespectful behaviour toward others for any reason is not acceptable under any circumstance and will be addressed. Disciplinary action may be necessary. CLASSROOM Teachers are responsible for the order and discipline in their classes and will use educationally-sound techniques (including after school or lunchtime teacher-supervised detentions or work sessions) for enforcing acceptable standards of classroom behaviour.

Parents will be kept informed by teachers of major incidents resulting in detentions or that may lead to further disciplinary actions if not rectified. SCHOOLWIDE Teachers may send to or advise the appropriate administrator (Director or Dean of Students) of any student or students for whom classroom discipline seems inadequate, i.e., students who a) have become chronic discipline problems; b) do not respond to teacher's authority; c) exhibit behaviour that represents an immediate threat to the welfare - physical and/or educational - of the group; d) exhibit behaviour outside the means of the classroom teacher to remedy; e) are chronically late or absent. The administration determines all appropriate action to be taken in the case of any student sent to the office. Any student sent "out of class" is to understand this as "to the Upper School Office". The sending teacher will advise the office if the student is there for "time out" or if they wish for the administration to address the situation. The student will remain in the office until released by either an administrator or office staff member. All ASM staff are expected to help in the general supervision of corridors, lunchroom, Learning Commons, buses, and grounds. Excessive noise, swearing, running or pushing in the halls between classes will be stopped by any adult. Students who are not receptive to the cautioning of any staff member (Lower, Middle and Upper School, including contracted staff, e.g. Cafeteria, Maintenance, Transportation) will be reported to the Upper School Office. Administrative disciplinary actions, if necessary, are affected by factors such as 1) the student's understanding of the situation; 2) the student's honesty and apparent concern for the meaning or results of his behavior; 3) the student's previous record of school citizenship; and 4) extenuating circumstances at the time of the incident. 1.

PERSONAL APPEARANCE: The clothing and accessories students choose to wear should reflect the ethos of the school described above, and above all else, should be learning-focused, respectful, and safe. Some examples of clothing and accessories that meet this standard:  Accessories, including footwear, that do not pose a potential threat to any student’s safety.  Clothing that is clean, fits properly, is neither suggestive nor revealing, and is generally appropriate for a school environment.  Clothing and accessories that is not provocative, obscene, disrespectful or unkind in any way  Clothing does not contain images of alcohol, tobacco or other illegal substances.

CARE OF SCHOOL PROPERTY: Students are expected to keep desks, lockers and the locker areas and hallways in good order. Lockers should be kept locked when not in use. Students who neglect or abuse their lockers will lose the use of an ASM locker for a specified period of time. Students may be asked to clean their lockers under staff supervision at various times during the year. A fine will be assessed for damages to lockers that require repair or repainting beyond that of normal wear. Lockers are the property of the School and may be searched by the administration if there is probable cause that a serious infraction of school rules has taken place or if a general search may facilitate the solving of a major problem at the School. Lockers will not be arbitrarily searched by either the administration or the faculty. Faculty members may be involved in an authorized search.

TEXTBOOKS AND SPORTS UNIFORMS: Textbooks are valuable and expensive educational resources and are the student's responsibility once they have been issued to the student from the School. Each textbook should have the student's name written in ink. Students are required to pay for loss or damage beyond normal wear and are cautioned not to leave books lying on top of lockers or in the gym area. Sports uniforms are school property issued "on loan" to students. They should be returned cleaned at the designated time. Failure to return uniforms when requested will result in student payment of replacement costs for the uniform.

COME TO CLASS PREPARED: Students are expected to come to class prepared and bring all essential class materials with them. Students are generally not excused from class to return to their lockers. In the case of PE, the complete and appropriate uniform constitutes the essential materials for Physical Education classes.

“OFF-LIMITS” AREAS: Classrooms, offices, and school supply areas are generally locked when not in use. Locked or open, such areas are "off-limits" to students when no staff member is in attendance. As a general rule, areas where students are not easily supervised are considered off limits. Students may be issued a detention if found in off-limits areas. This includes the baseball field/bleachers and behind the tennis courts. Additionally, Upper School students are expected to be in areas designated for Upper School students only. Upper School students should not be in areas designated for Middle/Lower School students without a legitimate reason.

SOCIALLY UNACCEPTABLE LANGUAGE AND/OR BEHAVIOR are strongly discouraged. Obscene or abusive language has no place anywhere, but least of all in school or on school property (buses, playground, corridors, classrooms, lunchroom, etc.). Inappropriate messages sent via e-mail, phone or other will result in loss of email privileges, detention and the possibility of further disciplinary action. Students are asked to remember that they are part of a k-12 international community and that respectful behavior should be the norm. Extreme displays of affection are inappropriate for a school setting. Students are requested to use common sense in their social interactions and respect warnings from adults so that disciplinary action need not be taken.

DISRUPTIVE AND DISRESPECTFUL BEHAVIOR: Open defiance of the authority of any teacher or person having authority over the student, including verbal abuse, is not tolerated at ASM. Disrespectful behavior and actions that disrupt the learning process cannot be permitted.

BULLYING, HARASSMENT: The Upper School considers the following behavior to be bullying: When a student is purposely made to feel uncomfortable, unwelcome, or unsafe by another. Bullying, threatening cyber messages, defamatory name-calling, threats and harassment (including sexual) are considered to be very serious will result in disciplinary action. While ASM has no control over take place outside of school, we care about our students and are about the impact that these kinds of negative interactions can have on environment. If we are made aware of situations of bullying or similar inside or outside of school, we will address these.

of intimidation, matters and situations that concerned the learning harassment or

Please see our policy on Child Wellbeing and Safety on page 10. Incidents of bullying, threats, harassment or similar can be reported anonymously using the QR code on the right. Fighting or physical intimidation of any kind is also unacceptable and will have disciplinary consequences, as per the chart on page 58. 50

SMOKING: Smoking refers to the use of tobacco/nicotine in its natural cigarette form or via the use of any kind of electronic, vaping, juul or other device. The legal age for use of tobacco in Spain is 18. Smoking on campus and at school-sponsored events is always prohibited. Smoking off campus is restricted to those 18 and older, and only away from the school. By law, smoking in pedestrian access areas and surrounding sidewalks is not allowed. Violation of this policy will result in a suspension from school.

10.

THEFT AND VANDALISM: The School values the importance of personal and intellectual property. Taking or damaging school property or the property of other people in school is therefore considered a serious offense and will result in a minimum disciplinary action of suspension from school with the possibility of further disciplinary action being taken depending on the situation. Students will be expected to pay for damaged property. Possession of books or property without the owner's specific permission is considered the same as taking (theft) someone's personal property. If a personal item of value has gone missing, students are requested to complete a Missing Item/Theft Report Form, available in the Upper School Office. A note regarding the item gone missing will be posted in the morning announcements (Lancer AM). In addition, the information included on the form will be used in an attempt to locate the missing item. While the school does have security cameras monitoring exits and hallways, the process of using the cameras to identify theft is complex and layered. Students are asked to first and foremost safeguard their belongings and not to rely on the cameras to find them later. TIPS FOR SAFEGUARDING YOUR PERSONAL BELONGINGS:  Most theft at school is opportunistic: Don’t leave valuables out in the open. Use lockers or lockable cubbies in the changing rooms.  Don’t leave money in your cell phone case. Even though they can’t see it, most people know where to find it.  Don’t bring large amounts of money or expensive personal items to school. If for whatever reason bringing larger sums of money to school is necessary, ask the Business Office to keep the money during the day.  Don’t leave your personal items (wallets, cell phones, headphones, etc.) in the changing room during PE. Use the lockable cubbies.  Don’t leave things in the change rooms or locker areas overnight. This includes PE bas, laptops, instruments, and other items. Use your lockers.  Report any suspicious activity to the office.

11.

DISHONESTY: Dishonesty in the context of another disciplinary situation (for example: theft or cheating plus dishonesty about one's involvement) greatly magnifies the seriousness of the total incident and will lead to more serious discipline than the original situation would warrant.

12.

ACADEMIC DISHONESTY: Students are expected to do their own work at all times. Teachers will indicate conditions under which parent and/or student assistance is appropriate. Note that helping someone cheat on an exam, or any other academic work, is considered collusion, and is considered as serious an infraction as that committed by the person who has asked for and received help. Despite the School’s efforts to educate students regarding academic integrity, the school must also anticipate how to deal with infractions. The consequences listed below are intended to be educational, not punitive. The following actions fall within the realm of academic dishonesty:  Copying another student’s work; giving another student work to copy  Plagiarizing (utilizing unauthorized sources, not citing properly)  Giving or receiving unauthorized assistance to/from another on homework and assessments 51

     

Unauthorized talking during a test or attempting to achieve an unfair advantage on an assessment by any other means Leaving books, notes or other unauthorized materials out during a test Unauthorized use of mobile phones or other electronic devices during a formal assessment, using an unauthorized calculator Sharing information about an assessment with a student who has not yet taken it Taking or photographing assessment materials Fabricating data for an assignment

Students should understand that during a formal assessment, exhibiting appropriate test-taking behavior is of the utmost importance. 1st offense: For a first violation of the expectations for academic integrity,  Academic Dishonesty is treated primarily as a disciplinary matter. Initially, students will receive a grade of F for the plagiarized or copied work. On a case-by-case basis, the teacher, together with the administration, will determine whether reassessment is allowed.  Parents will be informed of the incident via formal letter or email.  Student will receive an after school detention in which they will do a tutorial that addresses definitions of and how to avoid academic dishonesty.  A record of the incident will be kept in the student information management system (this is visible to the student involved and their parents via POWERSCHOOL).  Further consequences may be applied as deemed appropriate by the school administration. 2nd offense: For a second violation of the expectations for academic integrity,  All of the first offense consequences will apply, in addition to a one day in school suspension.  Parents will be invited to attend a conference with the student, the teacher of the subject in which the infraction occurred, the Counselor and/or IB Coordinator, and the Upper School Director.  A record of the incident will be kept in the student information management system (this is visible to the student involved and their parents via POWERSCHOOL).  The student will be ineligible for any academic honors, such as National Honor Society, Cum Laude, Honors Diploma, etc. If the incident occurs in one of the two trimesters previous to a student council election, the student will be ineligible to run for office.  Additional consequences may be applied as deemed appropriate by the school administration, including a failing grade in the course for the marking period. 3rd offense: For a third violation of the expectations for academic integrity,  All of the second offense consequences will apply, however, the student will serve an out-of-school suspension, pending review by the administrative team to determine whether expulsion is warranted.  A record of the incident will be kept in the student information management system (this is visible to the student involved and their parents via POWERSCHOOL).  The student will be ineligible for any academic honors, such as National Honor Society, Cum Laude, Honors Diploma, etc. If the incident occurs in one of the two trimesters previous to a student council election, the student will be ineligible to run for office.  Additional consequences may be applied as deemed appropriate by the school administration, including a failing grade for the year. Offenses carry over from year to year throughout the student’s career in the Upper School. If no second instance occurs within a year of the first, the first instance may be eliminated from the student’s record. It is important to note that academic integrity is taken into consideration by the faculty when selecting prize winners for the school’s major awards, selection for honor societies and in the writing of student recommendations. Chronic cheating is cause for dismissal from the school.

ACADEMIC HONESTY IN THE INTERNATIONAL BACCALAUREATE The International Baccalaureate Organization (IBO) encourages schools to handle incidents of academic dishonesty internally. However, infractions that take place on IB internal assessments are very serious and can have serious consequences. The IBO handbook on academic honesty considers “authentic work” to be that which is “based on individual and original ideas with the ideas and work of others fully acknowledged.” Furthermore, “all assignments, written or oral, completed by a candidate for assessment must wholly and authentically use that candidate’s own language and expression” (IBO, 2012). Internal assessments, submitted in their final form, that violate the honor code cannot be submitted to the IBO for grading. Instances of academic dishonesty involving internal assessments must be dealt with on a case by case basis. The official consequences (that is, those applied by IBO) for work that has been submitted in its final form to IBO and found to be in violation of the expectations for academic integrity are serious. In most cases, IB diploma candidates will not be allowed to obtain the full diploma, although they will generally be permitted to pursue individual diploma courses in the remaining subject areas. Dishonesty on an IB exam will result in immediate expulsion from the exam and disqualification from the subject in question (this could, in turn, impact the student’s ability to obtain the full IB diploma). 13.

POSSESSION OF ANY ITEM THAT REPRESENTS A SAFETY HAZARD to either person or property is forbidden at ASM. This includes but is not limited to laser pens, air guns, gas cylinder guns, slingshots, bb guns or other devices that shoot (propel) objects and other items, such as knives of any kind, that could be used or misused as weapons. These items are classified as hazardous as they can cause physical injury and, in some cases, damage to property. Students found possessing such items may be suspended or expelled from school depending on the circumstance. With the exception of P.E. classes, playing with any type of sports equipment inside buildings (i.e. hallways, classrooms, near perimeter of building etc.) is inappropriate with the exception of the ping pong tables. The possibilities of accidents resulting in personal injuries and property damage are too great. Disciplinary actions will range from confiscation of the equipment to suspension.

14.

ALCOHOL AND DRUGS: In establishing a drug/alcohol policy at ASM, three responsibilities have been considered. They are:   

Responsibility to the individual affected by the drug/alcohol problem. Responsibility to the school community. Responsibility for clearly communicating the consequences of inappropriate drug/alcohol use.

Board Policy 3.408 on Drug/Alcohol Use extracted from ASM's Board Policy Manual states: 1)

Controlled Substances The possession, use, sale, or exchange of, or any other involvement - direct or indirect - with drugs on school premises or at school functions is not permitted. Violators of this policy will be immediately suspended. They will be assigned either a long-term suspension (normally a minimum of one full trimester) with professional counselling and medical clearance and subsequent supervision required for reinstatement or expelled from ASM. If expelled, readmission to ASM will require Board approval.

Alcohol The use, possession, sale or exchange of any alcohol on school premises and at school functions shall not be permitted. Violators of this policy will be immediately suspended. Depending on the circumstances and at the discretion of the administration, the student will be assigned a minimum suspension of two weeks plus loss of privileges to a maximum of one full trimester, or expelled from ASM. Professional counseling and medical clearance and subsequent supervision are required for reinstatement following suspension. Any student believed to be possessing, using, or encouraging the use of any drug/alcohol on school property or at a school function, will be counseled in the presence of their parent or guardian by the school administration.

15.

SKATEBOARDS AND ROLLERBLADES: Skateboards or rollerblades are not to be used unless under direct supervision by a teacher, as in the PE classes in grades 9 and 10. Students should leave skateboards and scooters on the racks near the entrance of campus.

16.

CELL PHONES: The use of cell phones during academic times is limited to use that supports the academic program and which is approved by the appropriate teacher. Cell phones used inappropriately during the school day (9:00 am – 3:45 pm) may be confiscated by a teacher or school official and will kept in the Upper School Office. Students may use their personal devices during non-academic times, however, will put these away if requested to do so by a teacher or other school official. Frequently, students will play music on their cell phones or other devices during lunch or break time. Students may use headphones/ear buds for music during non-academic times, however, the volume should be kept at a reasonable minimum in order to avoid possible safety hazards. Loud music would prevent students from hearing appropriate warnings, alarms, etc. Students are asked to be fully aware of their surroundings and should not play music that is loud or inappropriate for a K-12 multinational/multicultural environment. Music played on the field during lunch or break time must be respectful in both content and volume. If students are inconsiderate in this regard, their device will be held by the Upper School Director for a period of time.

HANDLING OF DISCIPLINARY INFRACTIONS Harmonious communal living of any kind requires that all of the members of the community are safe and supported. At ASM, students are expected to respect the rights of others and to follow the school rules to ensure a safe and productive learning environment, and to understand that discipline is necessary. We recognize that the adolescent brain is not the same as the adult brain, and our approach to discipline at ASM is one of respect and logic: respectful discipline that strives to help students learn from their mistakes and logical consequences that are appropriate to the infraction. The Upper School Director together with the Dean of Students and/or Classroom Teacher will deal with incidents of inappropriate behavior on a case-by-case basis. The primary responsibility for student behavior rests with the individual student, and students in the Upper School will be held accountable for their behavior by the school faculty and administration. Teachers set clear guidelines for behavior in their individual classrooms and develop procedures for dealing with infractions. When students continually violate classroom rules or are involved in minor school policy infractions, the normal procedure for progressive discipline will be as follows: MINOR INFRACTIONS Level I Level II MAJOR INFRACTIONS Level III

After-School Detention / Letter / Conference Two After-School Detentions / Letter / Conference Suspension or Saturday Detention / Letter / Conference / Probation Contract /Review of student’s right to participate in after school activities including field trips, sports, and drama.

These infractions include but are not limited to the following:  Activity / Spectator problems  Lunch / Recess problems  Lack of cooperation with school personnel  Property damage  Dishonesty  Minor harassment of another student  Inappropriate dress  In-class disturbances  In-school disturbances  Use of profanity  Failure to comply with expectations for behavior Consequences will be appropriate to the specific incident and based on the circumstances and information obtained. Common to the process of every case is the understanding that individuals will always be fully and respectfully heard and that information will be appropriately shared with those best able to support the learning of those involved. If students fail to serve an assigned detention they will receive another one and be responsible for serving both. Parents are asked to support the school’s efforts. If you have any questions about a discipline issue, please contact the school.

DISCIPLINARY ACTIONS THAT MAY BE TAKEN AT ASM MINOR INFRACTIONS – LEVELS I AND II Detentions

Detentions may be assigned by teachers or by the Upper School Director/Dean of Students. Detentions assigned during the school day will take place during lunch. Detentions assigned after school will be dismissed at 5:00 p.m. During the detention the student may be required to attend a study hall, or assist with maintenance, repair, clean-up or office work. Students assigned after school detentions during times when there are no after school buses are expected to arrange their own transport home. Depending on the infraction, more than one day’s detention may be assigned; a letter will be sent home describing the nature of the offense and punishment. An accumulation of detentions during the school year may also lead to the student being placed on an academic or behaviour contract. MAJOR INFRACTIONS – LEVEL III Suspensions

A suspension is a more serious means of discipline taken by the school administration in order to clearly warn both student and parent regarding some aspect of the student's behavior. Conduct which led to the suspension, if repeated, may jeopardize the student's enrollment at ASM. Suspensions are of three types. The length of the suspension will vary depending on the offense. 1. In-school - student reports to the Upper School Office when they arrive at school on the day of the suspension. They will not attend regular classes during the day and will eat lunch in the detention area. They must leave school on the 3:45 bus that day. Lessons will be provided by teachers and all work assigned must be completed that day. 2. Out of school - the student does not come to school and may or may not be allowed to make up work missed, depending on the infraction. A parent conference is required prior to the student returning to class. 3. “Half-day suspension” or Saturday detention - Occasionally, the circumstances will warrant a “half-day” suspension which will be served on a Saturday morning. For suspensions treated as approved absences (where work can be made up), all work must be made up on the day of the return. Repeated infractions resulting in suspension may result in an academic/behaviour contract as well as social probation, during which students’ participation in school-sponsored events and activities may be restricted for a period of time. It is important to note that some universities may require students to disclose when they have been suspended for any reasons. Likewise, the school is obligated to give honest and accurate information about a student’s disciplinary record when requested by other educational institutions. Expulsion

Expulsion from ASM (permanent removal from School) is the most serious disciplinary action taken by the Administration.

DISCIPLINE CHART ACTION Academic Dishonesty Cheating / Copying / Plagiarizing

Use, possession, or distribution of inappropriate substances (alcohol, drugs, tobacco, including electronic cigarettes and other non-traditional devices, e.g. vaping, juul) on school property or at school-sponsored events. Arguing, disrespect

Arson

Bullying/Harassment

DEFINITION

CONSEQUENCE

The following actions fall within the realm of academic dishonesty:  Copying another student’s work; giving another student work to copy  Plagiarizing (utilizing unauthorized sources, not citing properly)  Giving or receiving unauthorized assistance to/from another on homework and assessments  Unauthorized talking during a test  Leaving books, notes or other unauthorized materials out during a test  Unauthorized use of mobile phones or other electronic devices during a formal assessment, using an unauthorized calculator  Sharing information about an assessment with a student who has not yet taken it  Taking or photographing assessment materials  Fabricating data for an assignment Inappropriate testing behavior will be treated as cheating. This includes consuming, ingesting, having on your person, clothing, locker, or in other personal effects as well as giving these items to others.

Teachers will report all incidents of academic dishonesty to the Upper School Director. Consequences are detailed on pages 45-47, but may include any of the following, depending on the severity of the infraction:  F on the assignment;  Parent conference;  Depending on whether the incident is a first, second or third offense: after school detention or out of school suspension or review by the administrative team to determine whether expulsion is warranted;  A failing grade in the class for the marking period or school year.

Arguing or not following the first request of a teacher, staff member, or school employee The malicious burning of or attempt to burn property.

Level I discipline for 1st offense followed by Level II and Level III for subsequent offenses.

The Upper School identifies as bullying when a student is purposely made to feel uncomfortable, unwelcome, or unsafe by another. Harassment involves unwanted attention or advances and can include those of a sexual nature.

Students will receive a suspension and be placed on disciplinary probation (Level III discipline). A second infraction will involve request for withdrawal.

Student will receive a suspension and be placed on disciplinary probation (Level III discipline). A second infraction will involve request for withdrawal. Level II discipline for 1st offense followed by Level III for subsequent offense. Students will be requested to withdraw if behavior continues.

ACTION

DEFINITION

CONSEQUENCE

Dress Code Violation

Wearing clothes / shoes that do not follow the dress code as described on page 42.

Fighting

To engage another individual through physical contact or altercation. All who participate, regardless of who initiates the contact, bear responsibility for the fight. Falsifying or fraudulently making or altering school-related documents such as a report card or note from school /parents. The act of deliberate or willful conduct, either verbal or physical, that is detrimental or disruptive to normal functions of school programs or academic process. Any behavior that detracts from the calm nature of the school (i.e. inappropriate yelling, chanting, clapping, pushing, etc. Failure to respond or carry out a reasonable request by a staff member, including failure to abide by reasonable school rules and / or academic rules. Failure to comply with the acceptable use of the internet policy as outlined in the Student Handbook. Use of obscene or vulgar language by students, in verbal or written form, or in gesture or in pictures or caricatures in or on school property. This includes hurtful and derogatory words or images (slurs). A violent physical or verbal attack or the threat to do harm to another with our without doing any harm. Failure to arrive to class on time.

Forgery

Gross Misconduct

Inciting disorder

Insubordination

Internet Acceptable Use Policy Violation

Obscenity

Physical assault or threat of assault

Tardy Policy Violation

Verbal warning for the initial infractions. If the violation is severe, the student will be asked to have a change of clothes brought to school. If violations are recurring, a letter will be sent home to the parents and additional infractions may be considered Level I and II respectively. Level III discipline for the 1 st offense. Students will be requested to withdraw if behavior continues.

Level III discipline for 1 st offense. Student will be requested to withdraw if subsequent offenses occur. Level III discipline for 1 st offense. Student will be requested to withdraw if subsequent offenses occur.

Level I discipline for the 1st offense followed by Level II for the second offense and Level III for the third offense. Level I discipline for the 1st offense followed by Level II and Level III for subsequent offenses.

Level I discipline for the 1st offense followed by Level II and Level III for subsequent offenses.

Level I discipline for the 1st offense followed by Level II and III for subsequent offenses.

Level III discipline for 1 st offense. Student will be requested to withdraw if subsequent offense occurs. Level I discipline after the first cumulative 2 tardies in a trimester followed by Level II after 5 tardies are accumulated during the same trimester and Level III discipline after 8 tardies in a trimester are accumulated.

ACTION Theft

Truancy

Weapons or look-alike weapons, knives, or any other dangerous objects

DEFINITION

CONSEQUENCE

To take or assist someone in taking or attempting to take the property of another without permission with the intent to keep or make use of the property. Theft includes attempted identity theft, as in hacking into another’s electronic account or online information. The act of unauthorized absence from school or class for any period of time.

Level III discipline for the 1 st offense with request for withdrawal if subsequent offense occurs.

Threatening to use or actually using a weapon or look-alike weapon or having such an item on your person, clothing, locker, or with other personal effects.

(1) Truancy from class: A student has attended school but elects to skip a class. Level I discipline for the 1st offense followed by Levels II and III for subsequent offenses. (2) Truancy from school: If a student is absent from the ASM campus during part or all of a school day without their parents’ knowledge and permission, the student will be considered to be truant. Level III discipline for the 1st offense with request for withdrawal if subsequent offense occurs. Level III discipline for the 1 st offense with request for withdrawal if subsequent offense occurs.

SCHOOL ATTENDANCE The 2020-2021 school year at the American School of Madrid has approximately 175 school days. Attendance at school and in all classes is required on all regular school days. Frequent absences or early departure can seriously affect the academic standing of a student. Students can only take advantage of the material and human resources that constitute their formal education while they are present in school. Any absence from school may involve the student’s missing several, if not all, of the following activities: important classroom instruction, discussion participation, projects, laboratory work, audio-visual presentations, written assignments, reports, and other summative assessments. The probability of academic success increases as attendance improves and many of the activities and situations for learning that occur in the classroom cannot be “made up.” Although ASM recognizes and appreciates the value of activities that take place outside formal education, parents and students are encouraged to take advantage of these opportunities during the three to four months of the year that the school is not in session. Students leaving prior to the completion of the academic school year (or trimester) will receive transcripts and/or report cards showing grades in progress. That part of the school year or course not completed will likewise be indicated. The word "withdrawn" and the date will be affixed and, as a general rule, no final mark will be given. Procedures to Follow in the Event of Parental / Guardian Absence If parents are traveling, it is essential that the school be provided with the phone number/address of the individual providing childcare during the parents’ absence. If the parents / guardians of students at the American School of Madrid must leave their children in the care of another individual due to their absence from the home, we request that they send a letter to the Upper School Director informing her of the following:   

Dates of their absence from the home The name and contact information of the individual who is caring for the student during the absence The contact information for the parents during the absence

This letter should be sent at least three days prior to the departure of the parents. In the event of an emergency that requires immediate departure, please call the Director to inform her of the absence and the information listed above. In addition, we request that you follow up this phone contact with an e-mail giving this information in writing, too. ABSENCE FROM CLASS OR SCHOOL Following any (non-school related) absence from class, students must provide the office with a note from parents explaining the reason for the absence within two days of their return. The absence is classified as unexcused until the note is received. When students are absent, they are encouraged to check their class Google Classroom pages for assignments as well as contact their teachers by e-mail.

Students should bring a parent note to the office immediately upon return to school and obtain an admittance slip before attending any class. The note explaining the absence should include the following: a. b. c.

student's full name and grade date/reason for absence signature of parent/guardian and home/work phone number(s)

Families are reminded that absences will be EXCUSED for the following reasons.  Illness  Medical treatment  Religious holy day  Family emergencies such as sickness, death in the family, delay in travel due to unexpected circumstances such as weather.  Renewal of residency or passports or attainment of official documents  Family travel for the purpose of family reunions, family weddings, and other family events during the school year. We also understand that families will want to take advantage of special travel opportunities. To this end, ASM grants students up to four days of excused absence during the school year.  Commitments for high-level athletics, visual or performing arts, or other talents that require competitions or performances during the regular school year. These will be few and far between and will be reviewed on a case-by-case basis.  Involvement in school-sponsored activities such as athletics, theater, MUN, etc. PLANNED ABSENCES Parents who plan to take their child out of school for a religious holiday, renewal of official paperwork, family travel, or competitions/performances are requested to have their child complete the Planned Absence Form (available electronically on Power School or in the Upper School Office) at least two days in advance of the absence. Students are marked as UNEXCUSED from school for the following reasons:  Family travel that goes beyond the four days that are granted during the school year (this includes leaving early or returning late from vacation)  Truancy or skipping school  All other reasons that fall outside of the range of reasons for an excused absence. Work missed due to an excused absence should be made up as soon as is possible on a reasonable schedule that takes into account the nature and duration of the absence. Work assigned well before the absence will not be given further extensions. Students absent on the day that long term assignments are due are expected to submit the assignment on that day. A parent call to the school is required if delivery of the assignment is impossible. The student must assume full responsibility for making proper arrangements. All absences from major assessments (tests, projects, presentations, etc.) must be justified beforehand via the planned absence form or afterward by a medical professional (in the event of absence due to illness). All other absences will be considered unexcused by default and will be reviewed on a case by case basis. Students are expected to make up the missed assessment immediately upon return to school. It is the teacher's prerogative whether or not to allow make-ups during class time. Note: Faculty may request that students do make-up work during those after school sessions designated for work completion.  Cutting class: No student will be absent from class during the school day without having obtained permission from the school administration. After a student's arrival on campus, an unauthorized absence from any class or study area during the day (cutting class) will result in a minimum disciplinary action Level I discipline for the first offense followed by Level II and Level III for subsequent offenses. If a student leaves campus without permission, the truancy policy applies. Chronic "cutting" will result in suspension or loss of credit for the class. 61

 Truancy: If a student is absent from the ASM campus during part or all of a school day without their parents' knowledge and permission, the student will be considered to be truant. Level III consequences will apply. Excessive class absences shall result in the following: a. After 5 absences during a trimester, the Upper School Director or Guidance Counselor, will contact the family to discuss circumstances leading to the five absences; b. After 10 absences in a class in a trimester, credit for that particular class may be suspended and circumstances will be reviewed by the Upper School Director, together with the Guidance Counselor. A meeting will be held with the student and parents. c. Once the circumstances have been reviewed one or more of the following actions may be taken: (1) specify conditions relative to make-up work; (2) social probation (no participation in extra-curricular activities including athletics); (3) attendance probation (the attendance required for the remainder of the course would be specified in order to retain credit). (4) credit suspended; (5) no action. Absences during/after participation in major extra-curricular activities/events - ASM encourages each student to participate in a variety of athletic and other extra-curricular activities. Athletics, drama, and other activities afford opportunities for personal growth and skill development not always available in the classroom. Teamwork, commitment, dedication, striving to improve one's personal best, and supporting others are often taught on the playing field or under the lights. Improved organizational skills and time management come naturally if you are to be successful in school and active in school life. Although your participation is strongly encouraged and supported, you should give careful consideration to maintaining balance between participation in activities and the rigors/demands of the ASM academic program. It is unwise to allow your academic performance to suffer because you have too much to do. A student should not be absent the day after a major event unless ill. A student must be in school at least half of the day of a practice, rehearsal, or a major event in order to participate in these events.

LATENESS TO CLASS OR SCHOOL We believe that students in our school receive maximum opportunities for learning when they are engaged in the learning process in classrooms with minimum disruptions. Tardy Policy: When students arrive late to classes, they create disruptions that interfere with their learning and the learning of the other students in the classroom. Thus, please be informed of the procedures we will follow when students are late arriving to school in the morning or late in getting to classes during the school day. If a teacher has already submitted attendance, the student has to go to the Office to change the record. A student who receives three cumulative unexcused tardy notices during a trimester will have a conference with the Upper School Director to discuss the problem in order to resolve it. The student will serve a detention during the school day. A student who accumulates five unexcused tardy notices in a trimester will have a second conference with the Upper School Director to review the problem again and the student’s parents will be contacted. The student will receive an after school detention notification which must be signed by parents and returned on the day of the assigned detention. A student who accumulates eight unexcused tardy notices in a trimester will have a second conference with the Upper School Director to review the problem again and the student’s parents will be contacted. The student will receive two after school detention notifications which must be signed by parents and returned on the day of the assigned detentions. If a student accumulates twelve unexcused tardy notices during a trimester, they will have a conference with the Upper School Director. The student’s parents will be contacted, and the student will be assigned a Saturday detention (or “half-day suspension”). A letter explaining all of this will be sent to the parents for their signature, and a parent conference that includes the student will be held after the suspension to ensure that the problem does not continue. First Block Late Passes First block attendance marks a student’s attendance status for the day.  All students arriving late to school must check in at the Upper School Office. 

Students arriving late due to school buses arriving after 8:55 are to go directly to the Upper School Office, sign in, obtain a "bus pass", pick up necessary class materials and go directly to class.



The Business Office will take every step to correct whatever routing problems are causing the chronic lateness of particular buses.



Students arriving after the final bell by private transportation sign in at the Upper School Office, obtain an admit slip and go to class. Excused tardies for "traffic" reasons will generally not be given except in verifiable unusual circumstances. Note: No student, regardless of the reason, will be admitted late to First Block class without first securing a Tardy Admit from the Upper School Office.

Tardies during the day Students who are tardy to other classes after their initial arrival to school do not obtain a tardy slip from the Office (unless tardy due to being in the office); the respective classroom teacher will record the tardy in their register and determine if it is excused or unexcused. To be excused, a note should be presented from the office, counselor, or other staff member with whom the student had legitimate business. Teachers are not to keep students after class to finish tests or have private discussions. Arrangements should be made to meet at break, lunch, before or after school. 63

INDEX ABSENCE FROM CLASS OR SCHOOL................................................................................................... ACADEMIC CALENDAR....................................................................................................................... ACADEMIC POLICIES AND PROCEDURES........................................................................................... ACCELERATION AND/OR EARLY GRADUATION................................................................................. ACCEPTABLE USE / STUDENT ACCESS: COMPUTERS AND INTERNET .............................................. ACCESS TO CAMPUS ........................................................................................................................ ACTIVITIES........................................................................................................................................ ADDRESS........................................................................................................................................... ADMINISTRATIVE INFORMATION..................................................................................................... ADVISORY......................................................................................................................................... AFTER SCHOOL PROGRAM............................................................................................................... ASM AND IB LEARNER PROFILE ....................................................................................................... ASM SCHOOL CALENDAR (TENTATIVE)............................................................................................. ASM UNIVERSITY AND COLLEGE ACCEPTANCES 2020 ..................................................................... ASM’S PHILOSOPHY ON ACADEMIC INTEGRITY ………………………………………………………………………….. ATHLETIC PROGRAM........................................................................................................................ BOARD MEMBERS …………………………………………………………………………………………………………………….. BORROWING SCHOOL EQUIPMENT …………………………………………………………………………………………… BUS SERVICE.................................................................................................................................... BYOD (BRING YOUR OWN DEVICE) PROGRAM ………………………………………………………………………….. CHILD SAFETY AND WELL-BEING……………………………………………………………………………………………….. CLASS ORGANIZATION AND STUDENT COUNCIL............................................................................ CLASSROOM................................................................................................................................... COLLEGE ADMISSIONS COUNSELING............................................................................................. COMMUNITY ………………………………………………………………………………………………………………………….. CONFERENCES WITH TEACHERS ………………………………………………………………………………………………. COURSE CHANGES.......................................................................................................................... CUM LAUDE SOCIETY...................................................................................................................... CURRICULUM AND COURSE SCHEDULING..................................................................................... DAILY CLASS SCHEDULE................................................................................................................. DAILY SCHOOL SCHEDULE.............................................................................................................. DATA PROTECTION AND SECURITY POLICY ………………………………………………………………………………. DETERMINATION OF TRIMESTER GRADES...................................................................................... DISCIPLINARY ACTIONS THAT MAY BE TAKEN AT ASM ................................................................. DISCIPLINE CHART............................................................................................................................ ELIGIBILITY FOR PARTICIPATION IN ACTIVITIES ............................................................................ EXTENSIONS FOR SCHOOL SERVICES ............................................................................................ FROM BEN WEINBERG, HEADMASTER ……………………………………………………………………………………. FROM FÉLIM BOLSTER, UPPER SCHOOL DIRECTOR ………………………………………………………………………. FUNDRAISING ............................................................................................................................... GRADING SYSTEM AND GRADING POLICIES .................................................................................. GUIDANCE AND COLLEGE ADMISSIONS COUNSELING................................................................... HANDLING OF DISCIPLINARY INFRACTIONS .................................................................................. HONOR SOCIETIES ......................................................................................................................... HONORS DIPLOMA ………………………………………………………………………………………………………………….. IMPORTANT DAILY INFORMATION................................................................................................. IMPORTANT INFORMATION FOR PARENTS REGARDING STUDENT PHOTOS IN ASM PUBLICATIONS IMPORTANT NOTE ABOUT PHYSICAL EDUCATION …………………………………………………………………….. INTERNATIONAL BACCALAUREATE (IB) DIPLOMA (DP)................................................................... LA SOCIETÉ HONORAIRE DE FRANÇAIS ……………………………………………………………………………………… LATENESS TO CLASS OR SCHOOL.................................................................................................... LEARNING ………………………………………………………………………………………………………………………………. LEARNING COMMONS ................................................................................................................... LEARNING PRINCIPLES AT ASM ...................................................................................................... LEARNING SUPPORT........................................................................................................................

Page 60-62 1 13 23 39-41 45 28 2 3 37 28 8-9 1 34 11 29 3 43 35 43 10 26 48 33 37 21 22 31 22 13 35 43 18-20 56 57-59 21 2 4 5 27 15-20 33 55 30-31 32 35 27 24 22 31 63 37 38 7 23

LOCATION AND CONTACT INFORMATION LOST AND FOUND........................................................................................................................... LUNCH............................................................................................................................................. MAJOR AWARDS ............................................................................................................................ MORNING ANNOUNCEMENTS........................................................................................................ NATIONAL HONOR SOCIETY............................................................................................................ OBJECTIVES..................................................................................................................................... OFFICE HOURS................................................................................................................................ PHILOSOPHY, OBJECTIVES AND LEARNING PRINCIPLES................................................................. PHILOSOPHY................................................................................................................................... PLANNED ABSENCES ………………………………………………………………………………………………………………… POWERSCHOOL (PS) ...................................................................................................................... PROCEDURES FOR PARENTAL/GUARDIAN ABSENCES.................................................................... PROCEDURES FOR USING THE LOCKABLE LOCKERS IN THE CHANGING ROOMS ……………………….. PROGRAMS AND PERFORMANCES ................................................................................................ RECOGNITION OF STUDENT ACHIEVEMENT .................................................................................... REQUIREMENTS FOR GRADUATION................................................................................................. RESPECT FOR DIVERSITY …………………………………………………………………………………………………………….. SCHOOL ADMINISTRATION.............................................................................................................. SCHOOL ATTENDANCE.................................................................................................................... SCHOOL BOARD ……………………………………………………………………………………………………………………….. SCHOOL NURSE.............................................................................................................................. SCHOOL RECORDS.......................................................................................................................... SCHOOL-SPONSORED TRIPS........................................................................................................... SCHOOLWIDE................................................................................................................................. SOCIAL NETWORK POLICY ……………………………………………………………………………………………………….. SPECIAL EVENTS............................................................................................................................. STRATEGIC GOALS …………………………………………………………………………………………………………………… STUDENT ACTIVITIES...................................................................................................................... STUDENT CLUBS ........................................................................................................................... STUDENT RESPONSIBILITY FOR SCHOOL MATERIALS.................................................................... STUDENT RIGHTS AND CHANNELS OF COMMUNICATION ........................................................... STUDENT VISITORS TO CAMPUS................................................................................................... STUDY HALLS................................................................................................................................. TELEPHONE................................................................................................................................... TESTING PROGRAMS OFFERED AT THE AMERICAN SCHOOL OF MADRID.................................... THE HONOR CODE ……………………………………………………………………………………………………………………… THE IMPACT OF ACADEMIC DISHONESTY ON THE CONTINUITY OF EDUCATION AT OTHER INSTITUTIONS ………………………………………………………………………………………………………………………….. TRIMESTER AWARDS ..................................................................................................................... UPPER SCHOOL COUNSELORS........................................................................................................ UPPER SCHOOL CULTURE AND COMMUNITY …………………………………………………………………………… UPPER SCHOOL EXPECTATIONS FOR BEHAVIOR ............................................................................ VALEDICTORIAN AND SALUTATORIAN………………………………………………………………………………………. WELLBEING ………………………………………………………………………………………………………………………………

2 44 36 31-32 35 30 6 2 6 6 61 14 60 44 27 30-32 25 48 3 60-63 3 44 33 38 49-54 42 26 6 26-29 26 43 46-47 45 45 2 33 12 11 30 33 36-38 48-49 32 36